增強語音區別性特徵策略對智能障礙學生語音改善之初探

The Strategy of Enhancing Distinctive Features for Speech Improvement of the Student with Intellectual Disability-A Preliminary Study

陳慶錨(Cheng-Mao Chen)；鄭靜宜(Jing-Yi Jeng)

區別性特徵 ； 語音異常 ； 智能障礙 ； distinctive features ； speech sound disorder ； intellectual disability

雲嘉特教期刊

39期（2024 / 05 / 01）

33 - 42

繁體中文;英文

本研究旨在探討增強語音區別性特徵策略的介入對智能障礙學生語音改善之成效，採取個案研究法之A-B-A的設計，研究對象是一位有語音異常的輕度智能障礙的高職學生。在基線期階段，學生只唸讀非實驗策略的語詞表。處理期階段，教導學生使用點讀筆播放延長噪音時長的顎擦音語詞表，使他能每天仿說練習。每週評量一次顎擦音在語詞與短文中的正確率，實驗為期10週，以曲線圖和目視分析進行資料分析。結果發現，在處理期階段，顎擦音在語詞與短文中的正確率呈現明顯進步趨勢，維持期階段，即使撤除點讀筆的使用，仍有維持成效。另外，顎擦音在語詞中的正確率比在短文高，因此需要再次的介入，短文朗讀的情境中顎擦音產出的正確率才能達90%以上水準。

This study aimed to explore the effectiveness of the intervention strategy of enhancing distinctive speech features for speech improvement in a student with intellectual disability. An A-B-A single-subject research design was adopted. The research subject was a vocational high school student with mild intellectual disability and speech sound disorders. During the baseline phase, the student only read word lists without using the experimental strategy. In the intervention phase, the student was taught to use a reading pen to play sounds of words with prolonged noise duration for alveolar fricatives it allowed him to imitation the sounds and practiced every day. The accuracy of producing alveolar fricatives in words and short passages was evaluated once a week. The experiment lasted for 10 weeks, and data analysis was conducted using graphs and visual analysis. The results showed that during the intervention phase, the accuracy of producing alveolar fricatives in words and short passages significantly improved. In the maintenance phase, even after the removal of the strategy about reading pen, the effect was maintained. Additionally, the accuracy of producing alveolar fricatives in words was higher than in short passages. Therefore, more intervention enhances the accuracy of producing alveolar fricatives in the context of reading short passages to reach above 90%.