Nest of assistive technology Blog established in May 23, 2008, mainly for the promotion of education (non-commercial use), if infringement, please notice will be removed immediately, thank you! Hello everybody, my name is Wang Junkai, currently working in the Foundation for Assistive Technology Education Foundation, thereby Blog with you to explore disability issues and assistive technology-related knowledge! sound communication and learning materials group (Voice 3sdm 0.01 Symbol): http://blog.xuite.net/unlimitershare/VoiceSymbol assistive technology newsletter: http://blog.xuite.net/unlimiter1001/aacnewsletter video messages Log Album Friends Business Cards In recent years, special education, and the implementation 3sdm 0.01 of integrated return to the concept of making more and more disabled children into regular classes attended, junior high special education classes or resource teachers must face a limited ability to communicate these children, moderate and severe mentally retarded 3sdm 0.01 children showed low or no spoken language spoken is currently one of the most special education teachers feel difficult problem (Linbao Gui, 2004; Zhuangmiao Fen, 2002). Therefore, effective communication training and improve communication ability, 3sdm 0.01 in terms of non-verbal children with mental retardation is a very important and a priority issue.
With the continuous development in recent years, AAC, AAC serious study of communication disorders and effectiveness of more attention. AAC but the use of symbols, gestures, and Fig word cards, voice or multimedia communication boards and other ways to teach computer aided students' ability to communicate is limited to the ability to communicate and interact to produce (Deng Yuxin, 3sdm 0.01 2007). By AAC deal with serious communication disorders and behavioral 3sdm 0.01 problems in students' communication, communication training at home and abroad has become a major trend. Which Bondy and Frost (1994) developed a "Picture Exchange Communication System" (Picture Exchange Communication System, referred to as PECS), is the use of AAC to enhance functionality without verbal autistic children communicate, communicate developed a training method (Song Huimin , Sun Shu soft, 1993; Bondy & Frost, 2001). Moreover AAC communication aids can be divided into low-tech aids (Low Technology Devices) and high-tech aids (High Technology Devices) categories (Yang Chi Kang, Huang Guanghui, 2004), if the high-tech and low-tech AAC and AAC encompasses at communication and training, will be able to further expand children without verbal communication channels. Section IV research purposes, students in different contexts, the use of AAC as the class of the effectiveness of communication and expression? (A) Class of effectiveness in the classroom context? (B) the class of effectiveness in the context of daycare? (C) the class of effectiveness in the context of the store? Chapter II literature Linbao Gui, aiming Qiu (1983) investigate language comprehension and expression in the Taiwan area special 3sdm 0.01 education schools, special education classes, and correctional institutions some 4,000 mentally retarded mentally retarded persons, showing lower their IQ, language barriers The situation is also more serious. Mentally retarded children without oral language deficits (Language defects) can be divided into receptive language, expressive language inherent language and other three most (Qiusu Ju, 2003), although belonging to different parts of this three language course, but each closely related and inseparable. So if you have a child with mental retardation any language deficits, are likely to affect their ability to communicate 3sdm 0.01 and create communication barriers.
PECS is Bondy and Frost developed 3sdm 0.01 from Delaware 3sdm 0.01 Autism teaching programs (Delaware Autistic Program) out of communication training system, proposed in 1994, belongs to an AAC (Song Huimin, Sun Shu Sophie, 1993). PECS stressed that learners can take the initiative to the picture you want the items required, use pictures to communicate with others, and to a different kind of social context (Zhou Xin Zhong, Lin Yu true, 2008; Bondy & Frost, 2002). The main purpose of reducing communication barriers 3sdm 0.01 were lack of social and class-dependent enhancement of capabilities, and can promote spontaneous, functional communication, enhance impaired speaking ability (Song Huimin, Sun Shu Sophie, 1993; Deng Yuxin, 2007; Bondy & Frost , 1994).
PECS was originally designed for children with autism in recent years, some studies used in this type of student programs of other disorders, domestic Deng Yuxin (2007) guidance for children with intellectual disabilities to complete phase one to six PECS training, found that students learn to use pictures or spoken directly express their needs. Shieh Shu (2002) used in developmentally delayed children, the results can increase the number of children and have the initiative to express reservations class effect. Song Huimin and Sun Shu Sophie (1993) to non-verbal children with moderate mental retardation, we carry one to four stages, found PECS training can effectively reduce behavior problems. Stoner et al (2006) for adults with intellectual disabilities to complete the first four stages, 3sdm 0.01 the results confirmed with learning and classes 3sdm 0.01 of effects.
Including the expansion of the so-called AAC (Augmentative) and alternative (Alternative) two meanings, 3sdm 0.01 that individuals communicate across great resistance when expressing, in addition to the language used to assist individuals of all non-verbal communication methods of expression to speak, including the action mode , symbol 3sdm 0.01 of communication methods, such as limbs, facial expressions, writing, sign language, pictures, communication aids, etc. (Lin Shuli, 2007). Alternative communication refers to the ability of individuals to speak severely damaged, it must rely on special technology or communication device to replace the expression or manner of speaking, including the communication board, communication equipment and other high-tech electronic aids.
ASHA supplement in 1991 is defined as: "AAC but contains four elements 3sdm 0.01 symbols, assistive technology, a combination of strategies to enhance the individual's ability to communicate." (ASHA, 1991, p10). The following description of the meaning of a combination of elements (Yang Chi Kang, Huang Guanghui, 2004; Beukelman & Mirenda, 1998): (a) communication 3sdm 0.01 symbols include non-adjuvant and adjuvant communication symbols. 3sdm 0.01 Such as oral, body movements, gestures, facial expressions, eye contact, sign language, as well as in-kind, model, color or black and white photographs, color photographs, line drawings, text, sound, abstract symbols. (B) refers to the use of assistive devices communicate with the appliance or equipment outside the body to send a message to receive communicator. No printing or sound output into functional low-tech tools such as communication books, communication boards, phonetic boards; and high-tech aids or sound output with the print function, which specialized in high-tech communication aids are alone, such as the Cardinals, Blue Bird, Dynavox, non-specialized high-tech communication aids can not exist alone, must be attached to the computer's operating system to work, such as UAAC. (C) communication technology refers to the use of AAC users of assistive communication methods. Can generally be divided into direct and indirect choose two options. 3sdm 0.01 Choose a user by direct their own voice, hands, fingers, eyes, or other body parts directly using the control panel, the user must indirect selection is to select the desired option through 3sdm 0.01 after a few steps. (D) the communication strategy will communicate symbols, communication aids, communication 3sdm 0.01 technology, integrated into a special communication intervention programs to assist 3sdm 0.01 persons with severe communication disorders to communicate more effectively completed.
Section II study architecture and design of the experiment using ABA single-subject research design method (Withdrawal Designs), contains a picture exchange training (S1), the implementation of the three low-tech AAC Training (S2) and high-tech AAC training (S3) stage the aim is to teach the case of active communication, 3sdm 0.01 the use of low-tech and high-tech AAC AAC express statement and class of the classroom, daycare, shops situations. A training program for the third quarter AAC, AAC picture exchange training program Training (S1) picture exchange training program is to build the case for active communication skills picture to "I 3sdm 0.01 want to + articles" sentences to communicate with those who exchange 3sdm 0.01 goods, the following Description Content: (a) communication symbols:
A total of four sixteen vocabulary 3sdm 0.01 and the main word "I want", in addition to the main word for color line drawing, the other are color photos. Exchange of goods, including food category, "Wang Zi bread, candy, cookies, Ovaltine wit beans" and other photos; 3sdm 0.01 beverages classified as "water, a lot, tea, milk"; goods classified as "sucker ball, playing cards, blowing bubbles toys, puppets "; stationery 3sdm 0.01 as" crayons, sketchbook, 3sdm 0.01 stickers, erasers. " (B) a picture exchange communication aids any sticky: the article photo cut to the appropriate size, posted on Assistive Technology Foundation, developed "any sticky" products, any sticky reusable in a variety of materials. (Figure 3-2 below)
(III) the first phase of training content a "barter": any sticky 3sdm 0.01 tear sheet from the communication book, a picture handed communicator 3sdm 0.01 hands in exchange for their favorite items. 3sdm 0.01 (2) The second stage "spontaneous expansion of communication": any sticky tear book to communicate, to communicators. (3) The third stage "distinguish cards": resolution photos of their favorite items from the communication book area, towards 3sdm 0.01 communicator. 4 The fourth stage "sentence structure": select "I want" picture book from the communication and want goods picture, left to right sentence attached belt, with the sentence showed communicator.
(C) training content 1. Food, beverages, goods, stationery category of four photos to color line drawings. 2 Recognizing verb color line drawing (eat, drink, 3sdm 0.01 take, buy, do not). 3 Recognizing object color synonymous with communication lines Pictures (teachers, bosses, big brother, big sister). 4 Use the layout communication book to identify ways the statement layout. (D) Teaching and assessment time: every 1-5 first lesson 8:40 to 9:20, a total of forty minutes, place in the classroom teaching grouping area. Means to identify the correct number of images divided by the total number of the percentage calculated by the standard level of 80%. The first three words correctly assess the percentage; finally identified the layout of the sentence, mining ABA study method of testing "food category" page twelve, "beverage" page twelve, "article category" page eight. " Stationery "page eight. 3sdm 0.01
Second, the fourth stage of learning sentence structure analysis phase ABA single-subject research 3sdm 0.01 experiments, the case will be "I want to" Pictures and Photos from left to right spell sentence brings communicator test at least three items in each category. From the learning curve (as in Figure 4-1) found baseline achievement rates are zero, display cases do not understand the sentence with the function, 3sdm 0.01 did not use "I want to + articles" sentence concepts. 3sdm 0.01 Just when to intervene, often forgot to take the case, "I want to" flip a picture or a hurry and forget to fight with the sentence, but quickly reached more than 80%, and the cases of self-correction 3sdm 0.01 errors can be found, so the two tests reached after the retention period hundred percent. The results showed 3sdm 0.01 pictures of a small country without exchanging training spoken moderate mental retardation children of active communication is effective. The effectiveness of low-tech AAC Training Section four pages simultaneously ABA single subject research experiments, a total of thirteen times to take the test point. 3sdm 0.01 Baseline 3sdm 0.01 refers only synonymous with the statement 3sdm 0.01 could not be identified, even before you have learned the verb in the baseline phase still refers to "I want + items." After the intervention of teaching, the case to a "synonym + I + verb + articles" statements express, the following describes the learning outcomes of the layout (below 4-2,4-3,4-4,4-5): 1. treatment of stage average correct rate is 80% food forum seventh teaching point because unexpected events affect concentration, leading to fulfillment rate. Notably, the case considered "eat" and "get" the difference is not large, often confused with, even into the retention period, or when the case will be focused enough to eat and take in the wrong. 2 is similar. Beverage and food layout graph layout, the seventh decline in the teaching points are also affected. Cases can turn to the correct page and then identify, as "drinking" row below "eat", involving the beginning of the case must spend a little effort to identify the "eat" and "drink" 3sdm 0.01 two figures, so the error rate is relatively high, the eighth After beginning to stabilize, but the concept of "drinking" and "take" is still not clear enough, can not achieve hundred 3sdm 0.01 percent. Refers to the case can be synonymous with the teacher, big brother, big sister, but the boss is less familiar. 3 pages long and stationery items identified "take", "buy" the sentence, the case went to get goods in demand spontaneity, and can refer to the "take" of the sentence, but the simulated shopping conversation, put both mixed together, and often forget that refers to "the boss." In view of the case may not be familiar shops situations, researchers have repeatedly reminded, is the concept of shopping etiquette to call the boss and show bill as teaching tips to buy things, enhance the impression of the case, and retention of post-intervention rate has gradually increased to reach . 4 seventh class under conditions to be interrupted, the researchers had to redesign only "take" and "buy" two-grid layout verb, whether the test cases can increase the probability refers to the results found that the cases of words and pictures Before the concept did not clarify, simplify and increase the layout or remove excess does not enhance the image to identify the correct rate.
Because of the layout aids voice is automatically set in the first pages, so the main problem lies in the cases affect communication can remember the layout of the page by 2,3,4. Following the teachings of the cases observed by the label on the page, but the layout and low-tech Bluebird same statement again expressing equal practice, the average rate of intervention by the layout of the four reached 86% (Figure 3sdm 0.01 4-6 below). 3sdm 0.01 This phase of the case has not confused, "eat", "drink", "take", but there are a few too impatient, forget the page and the page number, according to the verb has been discovered after his own error. For "teacher", "big brother", "big sister" to get things statement has been very stable, but with the "boss" will still buy things according to the statement, "I'm gonna get." This phase also found that the effect of repeated testing times does not improve accuracy, 3sdm 0.01 because the case is completed on the power, turn the page, press the voice page, press the layout sentence, expressing off the power after the end of the communication process like this, it takes more than identify Communication also book a long time, many times it will increase the fatigue test cases, the error rate is therefore increased. Chapter V Conclusions and Recommendations (two) recommendations:
A bibliography, Chinese Hehua Guo (1998). Child Psychology and Special Education. Taipei: Wu Nan. Song Huimin, Sun Shu Sophie (1993). Picture Exchange Communication System for the promotion of children's communication skills of mental retardation. Special Education Series, 9201 Series, Taichung City: Taichung Teachers College. LI Hong-Jun (2007). AAC used in a small country without oral low functioning autistic children to evaluate the effectiveness of the initiative to communicate. National Institute of Education, National Hualien 3sdm 0.01 University of Education Special Education
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