3. 3-1. 3-2. 3-3. 3-4. 3-5. 3-6. 3-7. 3-8. 3-9. 2-3 3-7 1. 2. 3. 1. 2. 171

2-1-14 / 7 2 1. 2. 3. 1. 1-1. 1-2. 1-3. 1-4. 1-5. 2. 2-1. 2-2. 2-3. 2-4. 2-5. 170

3. 3-1. 3-2. 3-3. 3-4. 3-5. 3-6. 3-7. 3-8. 3-9. 2-3 3-7 1. 2. 3. 1. 2. 171

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11 1-12 1. 2. 3. 4. 5. 100 80 172

2-1-14 15-18 1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 173

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1-11 1-12 1. 2. 3. 4. 5. 100 174

2-1-14 1 2 3 4 5 6 7 8 9 10 11 175

/ 1-1 1-2 1-3 1-4 1-5 1. 2. 3. 4. 5. 100 176

2-1-16 6-9 1. 2. 3. 4. 5. 6. 7. 8. 9. 177

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1-10 1. 2. 3. 4. 5. 100 178

2-2-1 5-8 1. 2. 1. 2. 3. 4. 5. 1. 2. 179

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1. 2. 3. 4. 5. 100 180

2-2-3 13-15 1. 2. 1. 2. 3. a b c 1 2 3 4 5 1. 1. 2. ef 3. 181

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 182

2. 1. 40 2-2-62-2-7 + 1-2 3 30 1.. 2 3 4 1 2 3 5 6 7 1 3 2 183

7 1 2 3 4 1 2 2 2 2 3 4 184

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1-9 1. 2. 3. 4. 5. 100 185

2-2-8 7 1 2 1 2 186

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 187

2-2-9 7 188

2. 189

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 190

2-2-9 / 12 1 2 191

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 192

2-2-9 1 2 3 4 5 193

/ 1-1 1-2 eject 1-3 1-4 1-5 1-6 play 1-7 stop 1-8 eject 1-9 1-10 1. 2. 3. 4. 5. 100 194

+ 2-4-2 1 2 2-1 2-2 2-3 2-4 3 3-1 3-2 3-3 3-4 4 195

4-1 4-2 4-3 4-4 5 5-1 5-2 5-3 5-4 1. 2. 3. 196

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 197

+ 2-4-3 1 EJECT 2 EJECT 3 PLAY 4 STOP 5 6 198

6-1 EJECT 6-2 6-3 PLAY 6-4 STOP 6-5 EJECT 6-6 199

/ 1-1 EJECT 1-2 1-3 PLAY 1-4 STOP 1-5 EJECT 1-6 1. 2. 3. 4. 5. 100 200

2-4-6 1. 2. 3. 1. 2. 3. a. b. 5-10 201

/ 1-1 1-2 1-3 1-4 1-5 ok 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 202

2-4-6 1. 2. 3. 1. 2. 3. 203

/ 1-1 1-2 1-3 1-4 1-5 1-6 1-7 1-8 1. 2. 3. 4. 5. 100 204

/ 2-4-8 10-12 1. 2. 1. 2. 3. 4. 5. 6. 7. 8. 6 7 9. 10. 11. 12. 10 11 13. 10 11 / 14. 15. 205

1. 2. 3. 4. 5. 6. 7. 8. 9. 7 8 10. 11. 12. 13. 11 12 14. 11 12 / 15. 16. 1. 2. / 1. 2. 3. 4... 5. 206

/ 1-1 1-2 / / 1-3 1-4 1-5 1-6 1-7 1-8 1-9 / 1. 2. 3. 4. 5. 100 1. 2. 207

參 考 書 目 86 75 86 87 81 81 2 411-431 88 NSC88-2614-H-142-00 87 15-16 85 27 11 925-935 86 86 American Speech-Language-Hearing Association (1991). Report: Augmentative and alternative communication. ASHA, 33 (Suppl.5), 9-12. Bates, E. (1976). Language and context: The acquisition of pragmatics. New York: Academic Press. 208

Bruner, J. S. (1977). Early social interaction and language acquisition. In H. R. Schaffer (Ed.), Studies in mother-infant interaction (pp. 271-289). New York: Academic Press. Bullis, M. Ed..1985.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..1986.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..1987.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, 201-212. 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), 77-92. 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. 193-200). Hodapp, R. M., Evans, D. W., & Ward, B. A. 1989. Communicative interaction between teachers and children with severe hadicaps. Mental Retardation, 27(6), 388-395. Locke, P. A., & Mirenda, P. 1988. A computer-supported communication approach for a child with severe communication, visual and cognitive impairments: A case study. Augmentative an Alternative Communication, 4(1), 15-22. Mathy-Laikko P., Ratcliff, A. E., Villarruel, F., & Yoder, D. E. (1987). 209

Augmentative Communication Systems. In M. Bullis (Ed.) Communication development in young children with deaf-blindness: Literature review III. (pp 205-241). Monmouth, Or: Teaching Research. McDonald E. T., & Schultz, A. R. (1973). Communication boards for cerebral palsied children. Journal of Speech and Hearing Disorders, 38, 223-228. 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. 47-61). 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. 207-222). 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. 215-254). Rockville, MD:Aspen Publishers Inc. Reichle, J., & Leogh, W. J. 1986. 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. 189-219). 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), 226-234. Rowland, D., & Schweigert, P. (1990). Tangible Symbol Systems. Tucson: communication Skill Builders. Rowland, D., & Schweigert, P. & Stremel, K. (1992). Observing and Enhancing 210

Communication Skills. Tucson, Azizona : Communication Skill Builders. Schiefelbusch, R. L. (1984). Speech, language, and communication disorders of the multiply handicapped. Folia Phoniatrica, 36(1), 8-23. 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), 192-198. 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. 47-50). 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. 41-47). 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), 112-114. 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, 1964-1967 (pp. 73-110). 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. 375-382). 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. 191-223). Baltimore: Paul H. Brookes Publishing Co. 211