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39 參考書目 NSC H American Speech-Language-Hearing Association (1991). Report: Augmentative and alternative communication. ASHA, 33 (Suppl.5), Bates, E. (1976). Language and context: The acquisition of pragmatics. New York: Academic Press. 208

40 Bruner, J. S. (1977). Early social interaction and language acquisition. In H. R. Schaffer (Ed.), Studies in mother-infant interaction (pp ). New York: Academic Press. Bullis, M. Ed Communication development in young children with deaf-blindness: Literature Review 1. Monmouth, OR:Communication Skills Center for Young Children with Deaf-Blindness, Teaching Research. Bullis, M. Ed Communication development in young children with deaf-blindness: Literature Review II. Monmouth, OR:Communication Skills Center for Young Children with Deaf-Blindness, Teaching Research. Bullis, M. Ed Communication development in young children with deaf-blindness: Literature Review III. Monmouth, OR:Communication Skills Center for Young Children with Deaf-Blindness, Teaching Research. Donnellan, A. M., Mirenda, P. L., Mesaros, R.A., & Fassbender, L. L. (1984). Analyzing the communicative functions of aberrant behavior. Journal of the Association for Persons with Severe Handicaps, 9, Glennen, S. (1992). Augmentative and alternative communication. In G. Church, & S. Glennen (Eds.) The handbook of assistive technology. San Diego, CA: Singular Publishing Group.Washington, DC: Gallaudet College. Halle, J. (1985). Enhancing social competence through language: An experimental analysis of a practical procedure for teachers. Topics in Early Childhood Special Education, 4(4), Hammer, E. (1982). The development of language in the deaf-blind multihandicapped child: Progression of instructional methods. In E. Shroyer & D. Tweedie (Eds.), The multihandicapped hearing impaired child, (pp ). Hodapp, R. M., Evans, D. W., & Ward, B. A Communicative interaction between teachers and children with severe hadicaps. Mental Retardation, 27(6), Locke, P. A., & Mirenda, P A computer-supported communication approach for a child with severe communication, visual and cognitive impairments: A case study. Augmentative an Alternative Communication, 4(1), Mathy-Laikko P., Ratcliff, A. E., Villarruel, F., & Yoder, D. E. (1987). 209

41 Augmentative Communication Systems. In M. Bullis (Ed.) Communication development in young children with deaf-blindness: Literature review III. (pp ). Monmouth, Or: Teaching Research. McDonald E. T., & Schultz, A. R. (1973). Communication boards for cerebral palsied children. Journal of Speech and Hearing Disorders, 38, McLean, J. E., Snyder-McLean, L., Jacobs, P., & Rowland, C. (1981). Engineering process-oriented educational programming for seferely handicapped adolescents. Parsons, KS: Bureau of Child Research, University of Kansas. Montgomery, D. C. (1996). Design and Analysis of Experiments, 4 th ed, New York: John Wilery. Musselwhite, C. R., & St. Louis, K. W. (1988). Communication programming for persons with severe handicaps: Vocal and augmentative strategies. Houston: College-Hill Press. Newson, J. (1977). An intersubjective approach to the systematic description of mother-infant interaction. In H. R. Schaffer (Ed.), Studies in mother-infant interation (pp ). New York: Academic Press. Newson, J. (1979). The growth of shared understandings between infant and caregiver. In M. Bullowa (Ed.), Before speech: The beginning of interpersonl communication (pp ). London: Cambridge university Press. Odem, S. L. (1983). The development of social intercahanges in infancy. In S. G. Garwood & R.R. Fewell (Eds.), Educating handicapped infants: Issues in development and intervention (pp ). Rockville, MD:Aspen Publishers Inc. Reichle, J., & Leogh, W. J Communication instruction for learners with severe handicaps. Some unresolved issues. In R, H. Horner, L. H. Meyer, & H. D. Frederickds (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp ). Baltimore, MD: Paul H. Brookes. Rowland, D., & Schweigert, P. (1989). Tangible symbols: Symbolic communication for individuals with multisensory impairments. Augumentative and alternative Communication, 5(4), Rowland, D., & Schweigert, P. (1990). Tangible Symbol Systems. Tucson: communication Skill Builders. Rowland, D., & Schweigert, P. & Stremel, K. (1992). Observing and Enhancing 210

42 Communication Skills. Tucson, Azizona : Communication Skill Builders. Schiefelbusch, R. L. (1984). Speech, language, and communication disorders of the multiply handicapped. Folia Phoniatrica, 36(1), Schweigert, P. D. (1989). Use of microswitch technology to facilitate socail contingency awareness as a basis for early communication skills. Augmentative and Alternative Communication, 5(3), Siegel-Causey, E., & Guess B. (1989). Enhancing interactions between service providers and individuals who are severely multiply disabled. Baltimore: Paul Brooks. Stremel-Campbell, K., Johnson-Dorn, N., Clark-Guida, J., & Udell, T. (1989). Communication Curriculum. Monmouth, OR: Teaching Research. van Dijk, J. (1965a). The first steps of the deaf-blind children towards language. Proceedings of the Conference on the Deaf-blind, Refsnes, Denmark (pp ). Boston: Perkins School for the Blind. van Dijk, J. (1965b). Mother development in the education of deaf-blind children. Proceedings of the Conference on the the Deaf-blind, Refsnes, Denmark (pp ). Boston: Perkins School for the Blind. van Dijk, J. (1966). The first steps of the deaf-blind children towards language. The international Journal for the Education of the blind, 15(4), van Dijk, J. (1967). The non-verbal deaf-blind child and his world: His outgrowth toward the world of symbols. Proeedings of the Jaarverslag Institute voor Doven, (pp ). Sint-Michielsgestel, Holland. van Dijk, J. (1986). An educational curriculum for deaf-blind multi-handicapped person. In D. ellis (Ed.), Sensory impairments in mentally handicapped people (pp ). London: Croom-Helm. Werner, H., & Kaplan, B. (1963). Symbol formation. New York: John Wiley & Sons. Writer, J. (1987). A movement-based approach to the education of students who are sensory impaired/multihandicapped. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp ). Baltimore: Paul H. Brookes Publishing Co. 211

(inappropriate social behaviors) (specific emotional disturbance) (disorders of physical regulation) 1. : 2. : 3. : 4. : 5. : 6. : 7. : 186 120 8. : 2

(inappropriate social behaviors) (specific emotional disturbance) (disorders of physical regulation) 1. : 2. : 3. : 4. : 5. : 6. : 7. : 186 120 8. : 2 Meyer Evans(1989) (1) (2) (3) (functional assessment) 2001 85 Durand, 1990Dyer & Larsson, 1997Mace & Munk, 1999Maurice, Green, & Luce,1996 Meyer Evans(1989) (stereotypic behaviors) (self-injurious behaviors)