The Developing and Practices of the School Communicative Participation Scale for Augmentative and Alternative Communication Users

• Main Authors: Wu, Ya-Ping, 吳雅萍
• Other Authors: Wu, Wu-Dian
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/77707385852997399978

博士 === 國立臺灣師範大學 === 特殊教育學系 === 99 === The purposes of this study were to explore the AAC users’ implementation of AAC systems, types of AAC users, school communicative participation outcomes and relationship between these variables. We developed “School Communicative Participation Scale for AAC users” based on four main goals in communicative interactions and their communication demands (Light, 1988, 2003), and extended the ICF definition of participation to communicative participation. The whole scale was divided into two subscales, the first was “the Augmentative and Alternative Communication Users Classification Scale, AACUCS)”, the second was “the School Communicative Participation Scale, SCPS)”, and both of them were also divided into four dimensions as “Express Needs and Wants”, ”Fulfill Social Etiquette Requirements”, “Develop Social Closeness”, and “Exchange Information”. The first result showed the content validation was established, and the scale had good quality of inter-rater reliability, test-retest reliability, and the Cronbach’s α was also high. Next, the data was analyzed and tested by means of statistical methods, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The findings of this research were as follows: 1.The results of the first subscale (AACUCS) showed most of AAC users were unaided AAC users according to the proportions. The whole subjects were also divided into AAC users with aided AAC and those with no aided AAC, and the results showed most of them didn’t use any kind of aided AAC. They assessed had most quantity of communicative acts in dimension I (Express Needs and Wants), however, few in dimension IV (Exchange Information). Both of different grades and different disabled types have no significant influence in using with aided AAC systems. However, as for the quantity of communicative acts, senior high school AAC users have significantly higher communicative acts than junior high school AAC users in the four dimensions and the full scale. AAC users with mental retardation have significantly higher communicative acts than AAC users with autism in the other dimensions except dimension I. 2.The results of the second subscale (SCPS) showed the whole subjects used AAC to participate most in dimension II (Fulfill Social Etiquette Requirements) and dimension I (Express Needs and Wants), however, few in dimension III (Develop Social Closeness) and dimension IV (Exchange Information). The whole subjects got low scores average in SCPS, and the ranking was dimension I, II, III, IV according to average scores. Different grades have no significant influence in all kinds of scores in SCPS, except senior high school AAC users have significantly higher than junior high school AAC users in the active part and accumulative part of scores in dimension II (Fulfill Social Etiquette Requirements). Except dimension I (Express Needs and Wants), different disabled types have significant influence in SCPS, and AAC users with mental retardation and cerebral palsy have significantly higher scores than those with autism. 3.AAC users with aided AAC systems have significantly higher scores than with unaided AAC systems in dimension I (Express Needs and Wants) and the full scale of SCPS. 4.For AAC users, the correlation between the quantity of communicative acts and the scores of school communicative participation was moderate. Implications for the scale were discussed and some suggestions were provided for future studies.