The Effect of the Picture Teaching on Pragmatics Skills for an Multiple Disabled Toddler.

• Main Authors: SUNG Mei-Chih, 宋美枝
• Other Authors: 王淑娟
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/88700395634240815682

碩士 === 國立臺中教育大學 === 早期療育研究所 === 98 === The purpose of this study was to investigate the effect of Picture Teaching in improving the communication behavior of a multiple-disabled toddler. The participant was a five years old toddler with multiple-disabled living in Taichuang Country. With imitation of speaking monosyllabic words, she communicated with people by means of physical contact most of the time. A single subject multiple probe design across school, family was adapted in the study. The experiment had been implemented for three month with instruction for forty minutes each day and two days a week. Results of the study were summarized as followings: 1. Picture Instruction was effective on the spontaneous, response,asking needs, communication for the with the multiple-disabled toddler in phases of acquisition and with prompts a lot. 2. Picture Instruction was effective on the decrease of problem behavior for multiple-disabled toddler with severe mental retardation in phases of maintenance. 3. Picture Instruction was effective on the decrease of problem behavior for multiple-disabled toddler with severe mental retardation in phases of generalization.