本研究旨在探討遊戲教學活動對提升發展遲緩幼兒溝通能力的成效，研究方法採單一受試研究法之跨行為多基線設計，三項行為分別為被動性溝通能力、主動性溝通能力、類化性溝通能力，透過遊戲教學活動介入前觀察幼兒現況能力的基線期；接著進行遊戲教學活動的介入期；最後回復遊戲教學活動介入前，幼兒三項行為的維持期。教學時程共計9週，期間觀察紀錄幼兒三項溝通能力表現的資料，並分析探討遊戲教學對幼兒溝通能力的影響，研究結果如下： 研究結果顯示：一、遊戲教學對發展遲緩幼兒的被動性、主動性及類化性溝通能力皆具有提升成效。二、遊戲教學對發展遲緩幼兒的被動性、主動性及類化性溝通能力皆具有維持成效。三、家長、導師及巡迴輔導老師認為遊戲教學活動對發展遲緩幼兒的溝通能力有正面的影響，且對學習表現、生活自理等其他領域的學習表現也有幫助。 The propose of this study is to invetigate the promotion of children developmental delay by play instruction. The method is multiple-probe design across behaviors by single subject research. The three behaviors are passive communication, active communication, and generalization communication capability. Through the status of children's capability at the baseline then start the play instruction, at last the maintain of the three communicate ability before detached from play instruction. The teaching process were 9 weeks.Then observe the communication behavior of children and analysis the impat on the children's communication capability. The findings of this study shows as follow:(1) Play instruction could promote language developmental delay children's passive communication, active communication, and generalization communication capability.(2) Play instruction could maintain language developmental delay children's passive communication, active communication, and generalization communication capability.(3)Parents and teachers think that play instruction had a postive promote of language developmental delay children's communication capability, and also helped the learning performance and self - care independence.
