The Effects of Communication Instruction through Computer-Based Situational Simulation on the Verbal Communication Ability of Elementary Children with Severe Multiple Disabilities

• Main Authors: CHEN,CHI-LEI, 陳奇磊
• Other Authors: CHUANG,SU-CHEN
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/74223395863981423040

碩士 === 國立臺中教育大學 === 特殊教育與輔助科技研究所 === 95 === The purpose of this study was to investigate the effects of communica¬tion instruction through computer-based situational simulation on the verbal communication abilities of elementary children with severe multiple dis¬abilities. A single-subject multiple probe across conditions design was em¬ployed in the study. The two participants with severe multiple disabilities were placed in a self-contained special education class of an elemen¬tary school in Taichung city. The independent variable was communication in¬struction through computer-based situational simulation. The dependent variable was the verbal communication ability of the participants, which refers to their verbal communication rate in the following three condi¬tions: the mathematics class, the break time, and the “recreation class”. The instructional simulation software was designed by researcher and executed on a tablet-PC. The content of the simulation software was interactive overlays with live video clips compiled from the participants’ everyday-living communication situations, where situation cues were provided. There were three units in the instruction, and each unit was taught five times. The participants were evaluated in the real communication situations, and the evaluation data were analyzed by visual analysis. The findings of the communication instruction through computer-based situational simulation on the communication ability of the two subjects were concluded as follow: 1. “The verbal communication rate” in the mathematics class condition showed immediate and sustain effects. 2. “The verbal communication rate” in the break time condition showed immediate and sustain effects. 3. “The verbal communication rate” in the recreation class condition showed immediate and sustain effects. According to the aforementioned findings and application of this study, instruction guidance and further researches were recommended.