本研究以150位19-23個月學步兒做為研究對象，探討學步兒在情緒功能行為、溝通能力以及母親互動能力的發展情形，並比較不同性別孩子在這些能力上的表現差異。同時探究情緒功能行為、溝通能力、母親互動能力三者的相關性，以及檢視影響學步兒能力發展的關鍵行為。本研究使用的評估工具分別有：(1)以情緒功能行為量表(Functional Emotional Assessment Scale, FEAS)評估學步兒情緒功能行為表現，包含的向度有：對環境產生興趣並具有調控感官與注意力的能力、與他者形成依附關係與安全感、與他者出現有意圖的雙向溝通行為、能夠產生有組織的行為以及心智運作能力。(2)評估溝通能力的工具有兩類，分別為「溝通象徵行為發展量表(Communicative Symbolic Behavior Scales Developmental Profile, CSBS DP)」，包含：口語、象徵、社會向度。以及「華語嬰幼兒溝通發展量表(Mandrain-Chinese Communicative Developmental Inventory, MCDI)」，包含：詞彙表達、語言使用、表達複雜度、詞語連結向度。(3)以母親互動能力量表(Maternal Interaction Scales)來評估母親的互動能力表現，包含向度有：幫助孩子對環境產生興趣，提升控制感官與注意力的能力、幫助孩子與自己形成依附關係並建立安全感、誘發孩子出現有意圖的雙向溝通行動、幫助孩子產生有組織的行為以及心智運作能力。
　　研究者提供假扮、觸覺、大動作三類玩具，讓母親與孩子利用這些玩具進行約15分鐘的自由遊戲，再從拍攝的影帶中再進行FEAS、母親互動能力量表的編碼計分。CSBS DP為研究者透過一系列的玩具依照評估手冊的步驟來與孩子進行溝通互動，再將孩子的表現進行編碼計分。MCDI則為家長填寫的報告量表。本研究使用的統計方式有描述性統計、皮爾森積差相關、獨立樣本t檢定、路徑分析、多元迴歸，分析研究結果如下：
一、 學步兒在情緒功能行為中的向度一：「對環境產生興趣並具有調控感官與注意力能力」、向度二：「與他者形成依附關係與安全感」、向度三：「與他者出現有意圖的雙向溝通行為」的偏態呈現負值、為負偏態，表示學步兒得分集中在平均數以上，得高分組人數較多。向度四「與他者出現有意圖的雙向溝通行為」的偏態呈現正值、為正偏態略呈鐘形曲線，意即稍有左右對稱但是低分群的個體仍較多。
二、 學步兒在CSBS DP所有向度都呈現負偏態，表示獲得高分組的人數較多。在MCDI中的「詞彙表達、表達複雜度、詞語連結」都呈現正偏態，表示較多孩子的得分低於平均值，只有在「語言使用」平均得分為負偏態，意即較多學步兒在此向度的平均得分高於平均值。
三、 學步兒母親在母親互動能力量表中的向度一：「幫助孩子對環境產生興趣，提升控制感官與注意力的能力」、向度二：「幫助孩子對環境產生興趣，提升控制感官與注意力的能力」、向度三：「誘發孩子出現有意圖的雙向溝通行動」的偏態值都為負數，表示多數母親能的得分高於平均數。向度四：「幫助孩子產生有組織的行為以及心智運作能力」的偏態值為正數，表示較多母親在此向度的得分分配低於平均數以下，較多人獲得低分。
四、 女孩在情緒功能行為的所有向度表現都高於男孩，在CSBS DP的「象徵以及社會能力」向度、MCDI的「語言使用能力」向度，女孩表現顯著比男孩佳。此外，女孩母親在母親互動能力的所有向度表現都顯著比男孩母親佳。
五、 以皮爾森積差相關分析情緒功能行為、溝通能力(CSSB DP、MCDI)、母親互動能力後，發現三者之間都具有顯著的正相關。
六、 以路徑分析後發現，情緒功能行為是母親互動能力與溝通能力的完全中介變項，意即它會完全調節母親互動能力對溝通能力(包含所有向度)所造成的影響。
　　總結來看，本研究發現19-23個月大的學步兒在情緒功能行為、溝通能力、母親互動能力上的表現出現不同的偏態情形。女孩在情緒功能行為、象徵、社會、語言使用向度上的表現顯著高於男孩，但是在其他口語表現上並沒有顯著的性別差異。除此之外，女孩母親比男孩母親更能以兒童本位的方式來與孩子產生溝通互動，可見母親互動行為在孩子發展早期就已經具有性別差異。本研究發現情緒功能行為、溝通能力、母親互動能力彼此間不但具有高度的關聯性，其中情緒功能行為是影響19-23個月學步兒溝通能力發展的關鍵行為。這意旨當我們能有效提升孩子的情緒功能行為後，將能幫助孩子獲得溝通能力。

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