運用教練訓練模式介入家長使用對話式閱讀技巧之研究

A Study on How to Use Coaching Strategies with Parent of the use of Dialogic Reading Skills

本研究旨在探討透過教練訓練模式介入，了解家長學習並使用對話式閱讀技巧後，在親子共讀時使用對話式閱讀技巧的變化。研究採取單一受試跨受試者多試探設計，研究對象為三位育有語言發展遲緩幼兒的家長。研究資料透過圖示及目視分析，並輔以訪談及請家長填寫意見調查表等資料探討社會效度。結果發現：（1）透過教練訓練模式，提升家長使用對話式閱讀技巧有立即性的效果，同時也具有保留性的效果；（2）家長回饋認為在教練訓練模式下對於使用親子共讀技巧並不會覺得非常困難，且認為教練訓練模式對於自身的幫助大。本研究除了對研究結果詳加討論分析之外，同時提供早期療育臨床與研究人員實際執行及未來研究之建議。

The aim of this study was to investigate the effect of dialogic reading skills by using practices coaching strategies to explore the overall effectiveness of the practices coaching strategies in enhancing parents' parent-child reading skills. The multiple-probe design across subjects' research design was employed in the study. Three pairs of preschool children with language developmental delay were invited to take part in this study. The data were analyzed by figure illustration and visual analysis. Parents' interviews and fill in the questionnaire were implemented supplementary for exploring the social validity. After analyzing the data of parents' parent-child reading skills, the results as follows: 1. Through the practices coaching strategies, there is an immediate effect on enhancing parents' parent-child reading skills. Meanwhile, the parent-child reading skills also show great preservation effect after coaching strategies. 2. Parents don't find it difficult to use parent-child reading skills in the practices coaching strategies. In addition to a discussion of the findings, this study also provides suggestions for clinical practice implementation and future research.