符號元素數量對幼兒園發展遲緩兒童及其同儕動詞圖形符號辨識效果之研究   免費試閱

Influence of Symbol Components on the Understanding of Verb Graphic Symbols of Preschool Children With and Without Developmental Delay

本研究旨在探討符號元素數量對幼兒園發展遲緩兒童及其普通班同儕，在閱讀和辨識AAC圖形符號之差異和影響。研究採用準實驗研究設計和立意取樣，以40位發展遲緩兒童和120位普通班同儕為對象，同時，以27組動詞語彙，共108張由不同符號元素數量組成之溝通圖形符號為材料，並以研究者開發之AAC圖形符號語彙學習系統為工具，蒐集受試者在辨識圖形符號的正確率和反應時間。研究結果發現：一、普通班同儕在辨識由一個和四個元素組成之動詞圖形符號的正確率，顯著優於發展遲緩兒童，但在由兩個和五個元素組成之動詞圖形符號的指認正確率則無顯著差異。二、普通班同儕在辨識由一個和兩個符號組成之動詞圖形符號的平均反應時間，顯著高於發展遲緩兒童，而發展遲緩兒童在辨識由五個元素組成之動詞圖形符號時，則比普通班同儕需要更多的時間。三、兩組受試者在辨識由兩個、四個和五個元素組成之動詞圖形符號的正確率，均顯著優於辨識由一個元素組成的圖形符號，但由兩個元素以上組成之圖形符號間的指認正確率並無顯著差異。四、發展遲緩兒童在辨識由較多符號元素組成的動詞圖形符號時，均顯著比辨識由較少符號元素組成的動詞圖形符號需要較多的時間。

The purpose of this study was to examine the influence of symbol components on augmentative and alternative communication (AAC) graphic symbol comprehension among young children with and without developmental delay. The study applied a quasi-experimental design and selected participants through purposive sampling. The sample comprised 40 children with developmental delay and 120 typical peer s. A total of 27 common vocabulary verbs and 108 picture communication symbols were used as experimental materials. The AAC Graphic Symbol Learning System was used. Data were collected across the accuracy ratio and also the response time in recognizing graphic symbols. The symbol recognition accuracy ratio on verb graphic symbols with one and four components was significantly higher in children without developmental delay than in those with developmental delay. However, no significant difference was detected in terms of verb graphic symbols with two and five components. A significant difference was observed between the two groups in the response time for recognizing verb graphic symbols; the children without developmental delay required more time to identify verb graphic symbols with one and two components, whereas children with developmental delay required more time to identify verb graphic symbols with five components. Overall, participants demonstrated significantly higher performance on verb graphic symbols with two, four, and fi ve components than they did on those with a single component in terms of accuracy. Furthermore, children with developmental delay required more time to identify verb graphic symbols with more components.