The Effect of Aided Language Stimulation on Learning Communication Symbols for Young Children with Developmental Disabilities

• Main Authors: Pei-Ling Chen, 陳佩伶
• Other Authors: Ming-Chung Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/97509023919758946244

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 103 === The study investigated the effect of aided language stimulation (ALS) on learning communication symbols for young children with developmental disabilities. The alternating treatments design with baseline was adopted. Three preschool children with developmental disabilities in an early intervention center were invited to participate in the experiment after gained their parents’ consent. The independent variable was strategy of symbol learning, including of general language instruction and ALS. The dependent variable of this study was the effect of communication symbol learning that incorporated the comprehension and production of graphics symbols, and generalization of symbol learning. The results of this study indicated that the invention of general language instruction demonstrated the instant effect, however, couldn’t help the participants to reach the master criteria. On the other hand, two to three participants could reach the master criteria after introducing ALS. The effect of generalization was also good.