本研究旨在探討輔助溝通系統（Augmentative and Alternative Communication，簡稱AAC）的介入對無口語腦性麻痺學生在學校溝通參與型態之影響。本研究採單一受試研究法之跨行為多基線實驗設計，研究對象為兩名中學階段的無口語腦性麻痺學生，自變項為輔助溝通系統，依變項為是指個案接受輔助溝通系統訓練後，返回班級時，其學校溝通參與型態的改變。研究中所指的學校溝通參與型態是指個案使用輔助溝通系統後有效進行「表達需求」、「實現社會性禮節的要求」及「與他人進行交換訊息」等三個溝通向度的溝通形式變化，分為輔助性AAC型式及非輔助性AAC型式。
在輔助溝通系統介入後，研究結果顯示：
一、 在表達需求方面，無口語腦性麻痺學生的溝通形式轉變為輔助性AAC形式為主，非輔助性AAC形式為輔。
二、 在實現社會性禮節方面，無口語腦性麻痺學生的溝通形式轉變為以輔助性AAC形式為主。
三、 在與他人交換訊息方面，無口語腦性麻痺學生的溝通形式轉變為以輔助性AAC和非輔助性AAC兩種形式交錯並用。

The purpose of this study was to explore the effect of AAC on the changes of communication participation for students with non-verbal cerebral palsy at school. Participators of this study were two students with non-verbal cerebral palsy in the high school of special education. This study employed a multiple-baseline design across behaviors. The independent variable was the AAC, and the dependent variables were the effects of the patterns of communication participation, after the participators accepted the AAC intervention and returned to the classroom. Changes of communication participation was the result of aided AAC or non-aided AAC style, include subjects’ ability to express needs, their social etiquette, and their information exchange with others.
After accepted the AAC intervention, results of this study were found as follows:
A. Pattern of communication participation changed into the aided AAC style, supplemented by the unaided AAC style while subjects express their needs.
B. Pattern of communication participation changed into the aided AAC style in social etiquette.
C. Pattern of communication participation interleave with aided AAC and unaided AAC style while subjects exchange information with others.

參考文獻
一、中文部分
王大延等(譯)(2008)。兒童語言與溝通障礙(原作者:D. K. Bernstein & E. Tiegerman-Farber)。台北：心理。(原著出版年:2002)
朱經明（1997）。特殊教育與電腦科技。台北：五南。
吳南真(2008)。多媒體電腦輔助教學對無口語多重障礙學童認知溝通線畫圖卡學習成效之研究(未出版)。國立臺灣師範大學特殊教育學系。
吳雅萍（2003）。極重度多重障礙學生運用輔助性科技之個案研究（未出版）。國立彰化師範大學特殊教育學系。
吳雅萍（2011）。輔助溝通系統使用者的學校溝通參與評量工具發展與應用之硏究(未出版)。國立台灣師範大學特殊教育學系。
李宏俊（2007）。AAC應用於國小低功能無口語自閉症學童主動溝通成效之研究（未出版）。國立花蓮教育大學特殊教育學系。
杜正治(譯)（1994）。單一受試研究法(原作者:J. W. Tawney & D. L. Gast)。台北：心理。
杜正治（2006）。單一受試研究法。台北：心理。
林寶貴(2004)。溝通障礙理論與實務。台北：心理。
柯惠珠(2007)。替代性溝通訓練對無口語自閉症學生溝通行為改善之研究(為出版)。國立彰化師範大學特殊教育學系。
洪湘綾（2006）。運用溝通輔具對自閉症幼兒口語表達教學成效之研究（未出版）。朝陽科技大學幼兒保育系。
莊妙芬（2000）：替代性溝通訓練對重度智能障礙兒童溝通能力與異常行為之影響。特殊教育與復健學報，8，1-26。
莊妙芬（2002）。中重度智能障礙兒童的異常行為與溝通能力之研究。東台灣特殊教育學報，4，53-76。
陳冠銘（2009）。攜帶式微電腦語音溝通板教學策略對增進國中低口語能力自閉症學生溝通行為之成效（未出版）。國立台灣師範大學特殊教育學系。
陳翠鳳（2011）。運用語音溝通版（SGDS）介入之教學策略對口語受限中度智能障礙學生社交互動之成效（未出版）。國立台灣師範大學特殊教育學系。
曾進興(1996)。語言病理學基礎第二卷。台北：心理。
曾進興(譯) (1999)。腦性麻痺與溝通障礙。台北：心理。
曾進興(譯)（2002）。教導重度障礙學生溝通技能：融合教育實務。台北：心理。
黃光慧（2009）。輔助溝通系統介入對提升無口語國中智能障礙學生語言表達能力之研究（未出版）。國立東華大學身心障礙與輔助科技研究所。
黃志雄（2002）。重度障礙兒童的替代性溝通訓練-個案研究報告。特殊教育季刊，84，9-15。
黃志雄（2003）。重度智能障礙兒童的溝通訓練。特殊教育季刊，88，30-36。
黃志雄、陳明聰（2008）。阿明的電腦夢：重度障礙學生輔助溝通介入之行動研究。特殊教育學報，27，129-156。
葉之華（2000）。啟智學校學生口語與非口語表達能力之分析(未出版)。國立高雄師範大學特殊教育研究所碩士論文。
廖雯玲(1996)。溝通輔助器材對腦性麻痺學生溝通技能影響之研究（未出版）。國立彰化師範大學特殊教育學系。
劉羽珊(2010)。運用SGD對低功能自閉症兒童進行溝通訓練之效果研究（未出版）。國立臺灣師範大學特殊教育學系。
劉麗容（1991）。如何克服溝通障礙。台北：遠流。
劉麗容（2003）。突破溝通藩籬：如何跨越生命光譜中不同階段的溝通障礙。台北：遠流。
歐真真（2011）。電子輔助溝通系統教學對國小中重度智能障礙兒童溝通與行為之介入成效（未出版）。屏東教育大學特殊教育學系。
蔡馨葦(2010)。AAC對提升特殊學校國中中度智能障礙學生溝通能力之研究（未出版）。國立東華大學身心障礙與輔助科技研究所。
賴世真（2008）。輔助溝通系統介入腦性麻痺多重障礙幼兒溝通能力成效之研究（未出版）。國立台中教育大學早期療育研究所。
錡寶香(2006)。兒童語言障礙-理論、評量與教學。台北：心理。
戴瑋辰、宋旻翰、張茹茵（2011）。擴大性及替代性溝通系統輔助教學對唐氏症兒童主動溝通行為之介入成效。南屏特殊教育，2，79-98。
薛梅、薛映（譯）(2000)。兒童語言發展遲緩問題。台北：遠流。
魏俊華等(譯)(2002)。特教科技的評估與選用。台北：五南。
蘇振輝（2001）。輔助溝通系統對重度智能障礙兒童溝通行為效果之研究（未出版）。國立嘉義大學國民教育研究所。

二、英文部分
American Speech-Language-Hearing Association. (2005). Roles and responsibilities of speech-language pathologists with respect to alternative communication: Position statement. Retrieved from http://www.asha.org/docs/pdf/PS2005-00113.pdf
American Speech-Language-Hearing Association. (2007).Scope of practice in speech-language pathology. Rockville,MD:ASHA.
Baylor, C. R., Yorkston, K. M., Eadie, T. L., Miller, R. M., & Amtmann, D. (2009). Developing the communicative participation item bank: Rasch analysis results from a spasmodic dysphonia sample. Journal of Speech, Language, and Hearing Research, 52(5), 1302-1320. doi: 10.1044/1092-4388(2009/07-0275)
Beck, A. R., Stoner, J. B., & Dennis, M. L. (2009). An investigation of aided language stimulation: Does it increase AAC use with adults with developmental disabilities and complex communication needs? Augmentative & Alternative Communication, 25(1), 42-54. doi: 10.1080/07434610802131059
Beck, A. R., Stoner, J. B., Bock, S. J., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43(2), 198-216.
Beukelman, D. R.,& Mirenda P.(2005). Augmentative & alternative communication : supporting children & adults with complex communication needs,(3rd ed ed.): Baltimore : Paul H. Brookes Pub.
Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative & Alternative Communication, 23(1), 30-43. doi: 10.1080/07434610600807470
Blischak, D. M. (1999). Increases in natural speech production following experience with synthetic speech. Journal of Special Education Technology,14,44-53.
Falkman, K. W., Sandberg, A. D., & Hjelmquist, E. (2002). Preferred communication modes: prelinguistic and linguistic communication in non-speaking preschool children with cerebral palsy. International Journal of Language & Communication Disorders, 37(1), 59-68. doi: 10.1080/13682820110096661
Fallon, K.A., Light, J., McNaughton D., Drager, K. & Hammer, C.(2004). The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication.Journal of Speech, Language, and Hearing Research,47,1424-1439.
International Classification of Functioning, Disability and Health.Accessed from: http://www.who.int/classifications/icf/en/
King, A. M. & Fahsl, A. J.(2012). Supporting social competence in children who use augmentative and alternative communication. Teaching Exceptional Children,45(1),42-49.
Light, J. C., Binger, C., Agate, T. L. & Ramsay, K. N. (1999). Teaching partner-focused questions to individuals who use augmentative and alternative communication to enhance their communicative competence. Journal of Speech, Language, and Hearing Research,42,241-255.
Light, J., McNaughton, D., Krezman, C., Williams, M., Gulens, M., Galskoy, A. & Umpleby, M. (2007).The AAC mentor project: web-based instruction in sociorelational skills and collaborative problem solving for adults who use augmantative and alternative communication. Augmantative and Alternative Communication,23(1),56/75.
Lund, S. K., & Light, J. (2003). The effectiveness of grammar instruction for individuals who use augmentative and alternative communication systems: A preliminary study. Journal of Speech, Language & Hearing Research, 46(5), 1110-1123.
Lund, S. K., & Light, J. (2007). Long-term outcomes for individuals who use augmentative and alternative communication: Part II-Communicative interaction. Augmentative & Alternative Communication.23(1),1-15.
McCarthy, J., Light, J. & McNaughton, D.(2007).The effects of internet-based instruction on the social problem solving of young adults who use augmentative and alternative communication. Augmentative & Alternative Communication,23(2),100-112.
Millar, D. C., Light, J. C., & McNaughton, D. B. (2004). The effect of direct instruction and writer's workshop on the early writing skills of children who use augmentative and alternative communication. Augmentative & Alternative Communication, 20(3), 164-178. doi: 10.1080/07434610410001699690
Murphy, J. H., & Frled-Oken, M. (1994). The use of language immersion to facilitate VOCA traning with a dysarthric speaker. Conference Proceedings -- International Society for Augmentative & Alternative Communication, 429-431.
Pennington, L., Goldbart, J., & Marshall, J. (2004). Interaction training for conversational partners of children with cerebral palsy: A systematic review. International Journal of Language and Communication Disorders, 39(2), 151-170.
Raghavendra, P., Bornman, J., Granlund, M., & Björck-Åkesson, E. (2007). The World Health Organization's international classification of functioning, disability and health: implications for clinical and research practice in the field of augmentative and alternative communication. AAC: Augmentative & Alternative Communication, 23(4), 349-361. doi: 10.1080/07434610701650928
Reichle, J., Beukelman, D. R.,& Light, J. C. (2002). Exemplary practices for beginning communicators : implications for AAC. Baltimore : Paul H. Brookes Pub.
Schlosser, R. W., McGhie-Richmond, D., Blackstien-Adler, S., & Mirenda, P. (2000). Training a school team to integrate technology meaningfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15(1), 31-31.
Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12-year-old girl who uses AAC. Augmentative & Alternative Communication, 24(1), 76-87. doi: 10.1080/07434610701740612
Stoner, J. B., Angell, M. E., & Bailey, R. L. (2010). Implementing augmentative and alternative communication in inclusive educational settings: A case study. Augmentative & Alternative Communication, 26(2), 122-135. doi: 10.3109/07434618.2010.481092
United Cerebral Palsy.(2011) Cerebral-palsy-fact--sheet. Retrieved from http://www.ucp.org/uploads/media_items/cerebral-palsy-fact-sheet.original.pdf