子女由普通生轉為融合生的過程中澳門小學家長的經歷及感受之質性研究

ABSTRACT

本研究旨在圖卡兌換溝通系統訓練對無口語能力的雷特氏症學生溝通行爲之學習成效，此研究會以單一個案研究的A-B設計進行，以一位高中的雷特氏症學生為研究對象，以圖卡兌換溝通系統（PICTURE EXCHANGE COMMUNICATION SYSTEM，簡稱 PECS）的第一階段和第二階段作為研究目標。由研究者及助理員一同記錄個案在進行研究時的結果，經過研究結果顯示： 一.圖卡交換溝通系統（PECS）階段一對雷特氏症狀的學生具有學習之成效。 二.圖卡交換溝通系統（PECS）階段二對雷特氏症狀的學生具有學習之成效。 本研究綜合上述結果，提出對教導雷特氏症學生溝通行爲教學提供相關建議。 THIS STUDY AIMS TO INVESTIGATE THE LEARNING OUTCOMES OF PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS) TRAINING ON THE COMMUNICATION BEHAVIORS OF NON-VERBAL STUDENTS WITH RETT SYNDROME. THE RESEARCH WILL ADOPT A SINGLE-CASE A-B DESIGN, FOCUSING ON A HIGH SCHOOL STUDENT WITH RETT SYNDROME. THE FIRST AND SECOND PHASES OF PECS  WILL BE SET AS THE RESEARCH OBJECTIVES. THE RESEARCHER AND ASSISTANT WILL JOINTLY RECORD THE CASE'S PERFORMANCE DURING THE STUDY. THE RESULTS SHOW THAT:. RESULTS SHOW: 1.PECS STAGE 1 IS EFFECTIVE FOR STUDENTS WITH RETT SYNDROME. 2.PECS STAGE 2 ALSO SHOWS EFFECTIVENESS FOR THESE STUDENTS. BASED ON THESE FINDINGS, THE STUDY OFFERS RELEVANT SUGGESTIONS FOR TEACHING COMMUNICATION BEHAVIORS TO STUDENTS WITH RETT SYNDROME.