| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 103 === This research aimed to explore the effect of the Augmentative and Alternative Communication (AAC) intervention on Classroom Participation. The participants of this research were two senior high school students with severe Autism in special education school. The independent variable was the intervention of AAC, and the dependent variables were classroom participation, including the number of active and passive participative behaviors, the appropriateness of core vocabularies, the correct of the fringe vocabularies, and the communicative modes of classroom participation.
This research adopted a single subject design of a multiple probe across participants. The data was collected from the baseline to intervention phrase, and analyzed through visual analysis. The social validity was also collected through interviewing with the homeroom teachers and language art teachers of the participants. The results showed in the following:
1.The intervention of AAC cannot facilitate active classroom participation, but can improve passive classroom participation for high school students with severe autism.
2.The intervention of AAC can facilitate classroom participation by using the core vocabularies for high school students with severe autism.
3.The intervention of AAC can facilitate classroom participation by using the fringe vocabularies for high school students with severe autism.
4.After the intervention of AAC, a Speech Generating Device (SGD) was the main communicative mode when using the core and fringe vocabularies in a language curriculum for high school students with severe autism.
Finally the research provided some suggestions for the application and the future researches.
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