The Effect of Augmentative and Alternative Communication Intervention on Improving Communication Ability of A Non Verbal Child with Down Syndrome

• Main Authors: Jean Martina Lu, 陸晴
• Other Authors: Pao-Hsiang Chi
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/72714656642240935402

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === This study intends to discuss the effect of Augmentative and Alternative Communication on improving communication ability of a child with nonverbal Down syndrome. The study adopts case study as the research method, collect a second grade nonverbal Down syndrome child using picture cards in classroom activity with the support strategy intervention on daily expression ability of “Express need”, “Ask for nelp” and ‘Social interaction” through observation and interview. The research results are as follows. 1. The case’s initiative communication in the three fields improved significantly, especially the social interaction of using “play together” cards. According to the observation and interview feedback, after building up the communication way with the help of support strategies and peers, the case’s imitation ability and being fond of interacting with people were fully showed up and then became the support for the case’s initiative interaction with peers. To the late intervention, the case could use small communication books and generalize this kind of ability to visual clue cards. The case also extended a different purpose of using communication cards. 2. At the beginning of intervention, the case wasn’t familiar with this communication pattern so the researcher had to use a lot of direct verbal and physical demonstrations and visual clues. After that, the case was able to pay attention and understood that he needed to use picture cards to communicate with the teacher to get the feedback and help. As the intervention went on, in order to reduce the case’s relying on the action clues, the researcher started to decrease the action clues and simultaneously change the verbal clues into brief and clear indirect verbal clues. Until the end of the research, the case could keep using the indirect verbal clues one time at most to accomplish the process of communication and the following action. The pear assists are used at social interaction mostly. Peers with different ability could also imitate the teacher’s or the researcher’s clue pattern to communicate with the case. In this way, the case was given different levels of clues and demonstrations imperceptibly and urged to interact with the teacher and peers more willingly.