本研究的主要目的在於蒐集重度障礙兒童之溝通行為以瞭解重度障礙兒童所使用的非符號式溝通形式及其溝通功能、於自然情境使用環境安排策略以增進重度障礙兒童之溝通互動並以瞭解重度障礙兒童出現溝通行為之重要環境變項。本研究之研究對象為三名國小重度障礙兒童；研究方法採用單一受試研究法中之跨受試多基線設計；運用功能評量及環境安排策略進行重度障礙兒童非符號式溝通行為之資料之蒐集與介入，並對教師進行成效意見調查。
本研究結果如下：
一、利用功能評量發現，三位受試最常使用的非符號式溝通形式包括直接拿取、眼神注視、反縮或逃離等，有較多的獨自行為，如轉圈、吮指、四處走動或獨坐角落區。三位受試之溝通行為有限，均無主動要求之溝通行為。
二、環境安排策略介入後，三位受試在介入期的資料點雖不穩定，但溝通行為的次數均較基線期為高。當環境安排的難度未適當控制，則介入的效果下降。
三、研究結果發現個體的非符號式溝通形式、教師之回應方式、環境安排策略之內容等，均是影響受試出現溝通行為的重要變項。
本研究除對研究結果詳加討論之外，依據上述結果，分別提出對增進重度障礙兒童溝通行為之介入重點，以及對未來研究之建議。

The goal of this study was to investigate Non-symbolic Communication (NSC) forms and functions by conducting an assessment of the communication behavior of children with severe handicaps. We do so with the use of the environmental arrangement strategy in the generalization setting in order to improve the communications and to investigate important environmental variables that affect the occurrence of communication. A single-subject multiple design across subjects was experimented on three --ages six to eight-- children with severe handicaps from elementary school. The Functional Assessment and environmental arrangement strategy were used to collect the NSC data and make an intervention. Also, questionnaires for teachers were used to evaluate the effects of this study.
The results of this study indicate the following:
1.By using Functional Assessment, the most used NSC forms of the three subjects were taking things directly, eye contact, escape, and so on. They have many alone behaviors such as circling their body, sucking fingers, playfulness in the classrooms, and sitting in the corner in the classroom. Their comomunication behaviors are limited, and they don’t have initial communication behaviors.
2.Although the data curve is unstable, all subjects showed higher frequencies of communication behavior within the treatment sessions than in the baseline sessions. It should also be noted that the effects will decrease when the strategy is not properly controlled.
3.The result of this experiment suggests that the individuals’ NSC forms, the teachers’ responses, and the content of the strategy were the most important variables that can affect the occurrence of acts of communication by children with severe handicaps.
The results are carefully discussed. Recommendations for further research and teaching are offered in this study based on the results.

一 、中文部分
杜正治譯（民83）：單一受試研究法。台北，心理。
林寶貴主編（民88）：中華民國特殊教育概況。教育部印行。
張正芬（民89）：「自閉症兒童問題行為功能之探討」。特殊教育研究學刊，18期，127-150頁。
二、英文部分
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