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

本研究是一项为期三年的教育行动研究，旨在探讨视盲儿童交往行为发展与探究行为发展的相关性。研究对象为六名先天性深度盲且同时伴有肢体障碍和智力低下的儿童，本研究以六个个案研究（六项教育干预）为基础进行。病例1，一个15岁的女孩不能走路，只能翻身。她拒绝触摸和操纵物体;玩具和/或生活必需品，但只把它们放在嘴里。她的交流是基于一些触摸线索。案例2，一个11岁的男孩可以四处走动。他可以用手指拿东西和/或吃东西，但除了他的母亲，他强烈拒绝与人交往。案例3，一个10岁的男孩可以在地板上打滚，沿着扶手沿着，但对操纵和/或玩玩具没有兴趣。他可以在日常交流中使用触摸提示和/或物体提示。病例4，8岁女孩，能行走和接近物体。她通常用手把东西放在眼前。她可以用一些手势和家人交流。案例5，一个5岁的男孩可以沿着扶手沿着走一点。他只是表现出刻板的操纵物体和/或把它们放在嘴里。病例5处于开始独立行走、用手势唱歌交流和通过操纵玩玩具的发展过程中，从病例1、2、3收集数据，4、说明两者的交往行为的发展（即他们的沟通系统的水平）和探索行为的发展（即触摸和/或操纵物体的频率）显然相互依赖。然而，这两个发展之间的动态相互作用的过程没有得到澄清，因为案例5在本研究中继续停留在无辅助行走的初始阶段。

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.