| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 99 === The purpose of this study was to evaluate the effect of gesture communication teaching to children with developmentally delayed in their communication ability. Samples were three developmentally delayed children within 22-31 months old. The study used the single-subject experimental A-B-A` design, including 3 steps: The first step was to record children’s baseline communication ability data, the second step was to implement experimental intervention, which was gesture communication teaching, and the third step was to evaluate the improvement and maintaining effect of children’s communication ability. Charts and visual illustrations were utilized to explain the outcome effect.
The major findings were summarized as follow:
1. Gesture communication teaching can improve communication ability for children with developmentally delayed.
2. Gesture communication teaching has maintaining effect for children with developmentally delayed, especially in their oral verbal expression.
3. Parents and teachers all agree that gesture communication teaching improves communication ability for children with developmentally delayed.
According to the findings of this study, suggestions and recommendations are proposed when applying gesture communication teaching as an intervention for children with developmentally delayed.
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