以自我教導策略提升國小智能障礙學生搭捷運之成效

The Effects of Self-Instruction Strategies on MRT-taking Skills for Elemetary School Students with Intellectual Disabilities

黃昱蒨(Yu-Chien Huang) ； 吳佩芳(Pei-Fang Wu)

《特殊教育發展期刊》 63期 (2017/06) Pp. 43-55

https://doi.org/10.7034/DSE.201706_(63).0004

摘要

本研究旨在探討自我教導策略對國小智能障礙學生搭捷運之成效，採單一個案研究法之跨參與者多探測設計，以三位國小智能障礙學生為研究參與者，蒐集量化與質性資料。本研究分為基線期、介入期及追蹤期三個階段。本研究結論為：一、自我教導策略對增進國小智能障礙學生搭捷運技能具有習得成效；二、自我教導策略對增進國小智能障礙學生搭捷運技能具有維持成效；三、自我教導策略對增進國小智能障礙學生搭捷運技能具有部分刺激類化成效。

關鍵字

自我教導策略 ； 智能障礙 ； 交通技能

並列摘要

The purpose of the study was to investigate the effects of self-instruction strategies on MRT- taking skills for three elementary students with intellectual disabilities. A multiple probe design across three subjects was adopted. The researcher collected quantitative and qualitative data during the study. The study contained baseline, intervention /generalization, and follow-up phases. The study results were: (a) three elementary school students with intellectual disabilities acquired MRT-taking skills using self-instruction strategies; (b) three elementary school students with intellectual disabilities maintained MRT-taking skills using self-instruction strategies; and (c) three elementary school students with intellectual disabilities had partial stimulus generalization on MRT-taking skills using self-instruction strategies. The result indicated the following implications: self-instruction strategies could promote MRT-taking skills for elementary school students with intellectual disabilities by using task analysis, and verbalized self-instruction.

並列關鍵字

self-instruction strategies ； intellectual disabilities ； MRT-taking skills

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