摘要 本研究主要目的在探討藉由多媒體電腦輔助教學對國中自閉症學生在詞彙理解之學習成效。研究方法採用單一受試跨行為多探試實驗設計,以兩名具識字能力之國中自閉症學生為對象,進行每週四節,為期十一週之多媒體電腦輔助教學活動,學習成效是以兩位研究對象在情緒詞彙、空間詞彙、時間詞彙理解之答對題數為指標。 本研究之結果如下: 一、經由多媒體電腦輔助教學後,兩位研究對象在詞彙理解具有明顯介入的成效。 二、經由多媒體電腦輔助教學後,研究對象甲在詞彙理解類化探勘具有良好的成效;研究對象乙在詞彙理解類化探勘具有成效但較不穩定。 三、經由多媒體電腦輔助教學後,兩位研究對象在詞彙理解維持具有穩定維持的成效。 四、經由多媒體電腦輔助教學後,兩位研究對象在詞彙理解學習成效的比較上,研究對象甲的學習表現優於研究對象乙;兩位研究對象在詞彙理解類化探勘成效的比較上,研究對象甲的成效優於研究對象乙;兩位研究對象在詞彙理解維持學習成效的比較上,研究對象乙維持的學習成效優於研究對象甲。 關鍵字:多媒體電腦輔助詞彙教學、自閉症、詞彙理解
The Effects of Multimedia Computer Instruction on Improving Vocabulary Comprehension of Two Middle School Students with Autism Abstract This study aimed at exploring the effects of Multimedia Computer Instruction on improving vocabulary comprehension of two middle school students with autism. This study used Multiple Probe Design across behavior as its research design. Two middle high school students with autism was recruited as target subjects. The intervention consisted of an eleven week Multimedia Computer Instruction, four class hours per week. The learning performance and effects was best demonstrated with the number of correct answers the two subjects have made to the questions on comprehension of Emotional Vocabulary, Space Vocabulary, as well as Time Vocabulary. This results of this study were as follows: 1.Both of the subjects showed immediate intervention effects in Vocabulary Comprehension after intervention. 2.Subject A demonstrated considerable effects, in Vocabulary Comprehension generalization probes, however Subject B demonstrated significant effects in the same but comparatively unstable. 3.Both subjects demonstrated stably maintenance effects in Vocabulary Comprehension after intervention. 4.In terms of comparison of two subjects on the effects of intervention: (a) Subject B demonstrates better learning performance over Subject A in Vocabulary Comprehension; (b) Subject A demonstrates better performance effect over Subject B in Vocabulary Comprehension generalization probes; and (c) Subject B demonstrates obvious better performance over Subject A. in the maintenance effects of Vocabulary Comprehension. Keywords: Autism, Multimedia Computer Instruction, Vocabulary Comprehension