| Summary: | 碩士 === 國立屏東教育大學 === 幼兒教育學系 === 99 === The study focused on the communication outcome of using PECS (Picture Exchange Communication System) on young children with moderate intellectual disabilities. An A-B-A′ (withdrawal design) single subject design was used in investigating children’s verbal and non-verbal communication, appropriation of communication and initiation of communication (total of eight dependent variables). Two children with moderate intellectual disabilities in the same class participated in the study. Small group activities were observed to form a base line then followed by the intervention phase and maintenance of data collection. The data were analyzed using visual observation and C statistic method, assisted with qualitative data from parents and teachers. The results were as follow:
1. PECS increased the communication behavior of young children with moderate intellectual disabilities.
2. Children maintained appropriate communication behavior after the remove of PECS.
3. PECS promoted four positive communication behaviors of children with moderate intellectual disabilities including the active appropriate verbal and nonverbal communication, as well as the inactive appropriate verbal and nonverbal communication.
4. PECS decreased four negative communication behaviors of children with moderate intellectual disabilities including the active inappropriate verbal l and nonverbal communication, as well as the inactive inappropriate verbal and nonverbal communication.
5. Parents and teachers thought that using PECS promoted appropriate communication behaviors of children with moderate intellectual disabilities, including the frequency of interacting with others and participating in activities were higher than before.
The study focused on the communication outcome of using PECS (Picture Exchange Communication System) on young children with moderate intellectual disabilities. Designing and arranging communication curriculum were followed. This study can be a reference of promoting teaching of communication behaviors of young children with moderate intellectual disabilities.
|
|---|
