| Summary: | 碩士 === 國立高雄師範大學 === 教育學類研究所 === 86 === AbstractThe purpose of this study was to examine the effects of communication-
based intervention on reducing unusual speech in the classroom for studentswit
h profound mental retardation and advancing their abilities of using the commu
nication skills that have the equivalent functions with the target behaviors.
Two junior high students in the second,third grade in a southern school
for developmental disabilities were the subjects of this study.They are diagno
sedas profound mental retardation.During the treatment period in the school,th
e training settings were devided into analogued and natural settings in order
toenhance two subjects''learning and performance on the communication skills th
at have the equivalent functions with the target behaviors. The researcher col
lectedthe frequencies of subjects''target behaviors and the scores of subjects''
using communication skills during the baseline,treatment and follow-up periods
. Then,in the end of training, teachers and parents were interviewed to examin
e social validity of effects. During the process of this study,the resaercher
also collectedthe data of observer reliability. The results of this stu
dy showed that communication-based behavior interventionimplemented for 6 week
s did work on reducing unusual speech in the classroom for students with profo
und mental retardation and advancing their abilities of usingthe communication
skills that have the equivalent functions with the target behaviors.During th
e follow up period,they still maintain what they''ve learnedduring the treatmen
t period. Besides,the frequencies that two subjects participatedin the group a
ctivities increased after training.However,there were different effectson the
acquisition of communication skills that have equivalent functions with target
behaviors due to the accessibility of communication skills. In sum, communicat
ion-basedbehavior intervention did work on reducing unusual speech in the clas
sroom for students with profound mental retardation and advancing their abilit
ies of usingthe communication skills that have the equivalent functions with t
he target behaviors,and the effects of treatment and training were still maint
ained during the follow-upperiod.
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