本研究旨在評估輔助溝通系統（AAC）的溝通模式對雷特氏症候群（Rett syndrome，簡稱RS）兒童行為語言教學的影響。一名被診斷患有雷特氏症候群和復雜溝通需求（Complex Communication Needs，簡稱CCN）的兒童參與了這項研究。
This study was to evaluate the effects of the communication modes of augmentative and alternative communication (AAC) on teaching behavioral language for children with Rett syndrome (RS). A child diagnosed with RS and Complex Communication Needs (CCN) participated in this study.
Background data were gathered through interviews with teachers and caregivers of the participant to obtain information on communication ability. A single case study of ABM and multi probe across behavioral research design were employed to illustrate the relevant learning results of the participant in functional vocabulary, sentence structure, as well as script dialogue. Furthermore, separate analyses of the quantitative and qualitative data revealed discrepant findings. The independent variable was the applying of AAC intervention plan to observe the participant with RS in cooperation, a request of a desired item, and motor imitation within a day in the life of a classroom. Related evaluation was also considered as a major set of the independent variables. The dependent variables were divided into three categories: the learning effectiveness of functional vocabulary, the learning effectiveness of the sentence structure, as well as, the learning effects of using AAC in daily activities. By so doing, the results of the thesis were revealed as follows: 1) the aforementioned communication strategies could increase the number of the correction rate of the participant in communication. 2) the participant was able to construct complete sentence structures by using iPad communication board, and gradually generalize in certain situation to express her thoughts and demands, as well as, to communicate with other people in daily activities. 3) social validity data gathered through the interviews revealed that the teacher of the participant believed that the AAC intervention plan could the effective strategies to enhance children’s communication. For future teaching suggestions were also provided at the end of this study.
