Action Research on Mutual Relation between Development of Communicative Behavior and Development of Exploratory Behavior of Children With Profound Deaf-Blindness.

本项目是一项为期三年的教育行动研究，旨在探讨聋盲儿童交流行为发展与探索行为发展之间的关系。研究对象为6例重度先天性聋盲儿童，伴有身体缺陷和智力发育迟滞。本项目基于六个案例研究（六个教育干预）进行。案例1，一个15岁的女孩不会走路，只会打滚。她拒绝触摸和操纵物体；玩具和/或生活必需品，但只能含在嘴里。她的交流是基于很少的触摸线索。案例2，一个11岁的男孩可以走动。他可以用手指拿东西和/或吃东西，但表现出强烈的拒绝与除了他母亲以外的人交往。案例3，一个10岁的男孩可以在地板上打滚，沿着扶手走，但对操纵和/或玩玩具几乎没有兴趣。他可以在日常交流中使用触摸线索和/或物体线索。案例4，一个8岁的女孩可以行走和接近物体。她通常用手把东西放在眼前。她可以用一些手势来与家人交流。例5，一个5岁的男孩可以沿着扶手走一点。他只是表现出了对物体的刻板操作和/或把它们叼在嘴里。他几乎不用触碰来和家人交流。Case5正处于开始独立行走，使用手势唱歌进行交流，通过操作玩一些玩具的发育过程中。从案例1、2、3、4中收集的数据表明，交流行为的发展（即他们的交流系统的水平）和探索行为的发展（即触摸和/或操纵物体的频率）明显是相互依赖的。然而，由于Case5在本研究中仍停留在无辅助行走的初始阶段，因此两者之间动态相互作用的发展过程并未明确。

This project is an three years educational action research to investigate the relevancy between development of communicative behavior and development of exploratory behavior of children with deaf-blindness. The subjects were six profound congenital deaf-blind children with both of physical Impairments and mental retardation.This project was carried out based on six case studies (six educational intervention). Case1, a girl of 15 years could not walk but roll over. She refused to touch and mainipulate objects ; toys and/or living necessaries, but only take them in her mouth. Her communication was based on few touch cues. Case2, a boy of 11 years could walk around. He could take and/or eat with his fingers, but shows strong refusal to interact person except his mother. Case3, a boy of 10 years could roll over on the floor and walk along the handrail, but shows little interest in manipulating and/or playing with toys. He could use touch cues and/or object cues in daily communication. Case4, a girl of 8 years could walk and approach objects. She usually put objects with her hand before her eyes. She could use some gestual sings to communicate with her family. Case5, a boy of 5 years could walk along the handrail a little. He just showed stereotyped manipulation of object and/or holding them in his mouth. He could use few touch cues to communicate with his family.Case5 was under the developmental process of beginning of unassisted walk, communication by using gestual sings and play with some toys by manipulation.The date collected from Case1,2,3,4 shows that both of the development of communicative behavior (i.e. level of their communication system) and the development of exploratory behavior (i.e. frequency of touching and/or manipulating objects) depend on each other clearly. However, the process of dynamic mutual interaction between both development was not clarified because Case5 continued to stay in the the initial stage of unassisted walk through this research.