The Effect of Picture Book Instruction on the Vocabulary Comprehension for High Functional Autism Students in Elementary School

• Main Author: 廖婉霖
• Other Authors: 葛竹婷
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/85944993433117226204

碩士 === 臺北市立教育大學 === 語言治療碩士學位學程 === 100 === The purpose of this study is to explore the effects of picture book instruction on elementary students with high functional autism. The picture book instruction promotes students’ vocabulary comprehension by reading pictures books and understanding vocabulary meaning. This study uses the muiltiple probes across subjects design of single-subject research. The study conducts the six sessions of picture book instruction. The study explores students’ progress on the performance of vocabulary tests.The results of this study shows as the follows: 1. The picture book instruction has immediate and maintain effects on the performance of vocabulary meaning test. 2. The picture book instruction has immediate and maintain effects on the performance of vocabulary filling test. 3. The picture book instruction has immediate and maintain effects on the performance of vocabulary synonym test. 4. The parents of three students with high functional autisms confirmed that picture book instruction could improve the vocabulary comprehension. According to findings, several suggestions for instruction and future research were proposed.