自我教導結合自我監控策略對國小學習障礙學生口語干擾行為效果之研究

The Effect of Self-instruction and Self-monitoring Strategy for Elementary Students with Learning Disabilities on Verbally Disruptive Behavior

張美華(Mei-Hua Chang) ； 簡瑞良(Jui-Liang Chien)

《特殊教育與輔助科技學報》 1期 (2010/04) Pp. 117-147

https://doi.org/10.6684/JRSEAT.201004.1.117

摘要

本研究主要目的在探討自我教導（self-instruction）結合自我監控（self-monitoring）策略對學習障礙（learning disabilities, LD）學生口語干擾行為（verbally disruptive behavior）效果的影響。研究方法採用單一受試者實驗設計（single-subject experimental design）模式中的跨受試者多基線設計（multiple-baseline across subjects）。研究對象為三位具有口語干擾行為問題的國小五年級學習障礙學生。所得的資料以目視分析與C統計法探討受試者的口語干擾行為表現，另外亦收集自我教導結合自我監控策略教學滿意度調查資料以探討本研究的社會效度。本研究結果綜合如下：一、三位LD學生皆能習得自我教導結合自我監控策略。二、三位LD學生在接受自我教導結合自我監控策略教學後，其口語干擾行為次數有立即降低的趨向。三、三位LD學生在撤除自我教導結合自我監控策略教學兩個月後，其教學處理的效果能持續保留。四、三位LD學生的導師皆認為自我教導結合自我監控策略對LD學生的口語干擾行為有正向效果。

關鍵字

口語干擾行為 ； 自我教導 ； 自我監控 ； 學習障礙

並列摘要

The purpose of this study was to examine the effects of the self-instruction and self-monitoring strategies on verbally disruptive behavior of students with learning disabilities. A single-subject multiple baseline across subjects research design was used with three participants to determine the effects of the self-instruction and self-monitoring strategies on the ability of disruption control. The subjects were three elementary students with learning disabilities and with high levels of verbally disruptive behavior. The data-processing procedures adopted visual analysis and the simplified time-series analysis methods. In addition, investigate the social validity by determining the teachers' satisfaction of the self-instruction and self-monitoring strategies. The results of this study were summarized as follows: 1. All three students with learning disabilities learned the self-instruction and self-monitoring strategies. 2. Self-instruction and self-monitoring strategies had a significantly immediate effect on reducing verbally disruptive behavior of all the three students with learning disabilities. 3. The maintenance effects of self-instruction and self-monitoring strategies on disruption control for all the three students with learning disabilities were found at 2 months follow-up. 4. All the three teachers reported positive effects of the self-instruction and self-monitoring strategies on students' verbally disruptive behavior.

並列關鍵字

verbally disruptive behavior ； self-instruction ； elf-monitoring ； learning disabilities (LD)