自我決策學習教學模式對國小階段認知功能嚴重缺損學生社會互動能力之成效

本研究旨在探討自我決策學習教學模式對國小階段認知功能嚴重缺損學生社會互動能力之成效。研究對象為三名國小階段集中式特教班認知功能嚴重缺損學生，接受為期十二堂課的自編之「自我決策學習教學模式之社會互動能力」教學方案介入課程。研究方法採單一受試研究法之跨受試多試探設計，其研究過程包含基線期、教學介入期、維持期三階段。研究工具為自我決策學習教學模式於社會互動情境檢核表─教師版，瞭解研究對象在研究過程中之得分百分比表現，透過視覺分析法加以分析其教學成效。最後以研究者教學觀察紀錄，與教學介入後對其家長的訪談內容歸納分析之，以瞭解研究對象之學習成效與社會效度。綜合歸納本研究之結論如下。一、自我決策學習教學模式方案對於三位國小階段認知功能嚴重缺損學生之社會互動能力具有立即成效。二、自我決策學習教學模式方案對於三位國小階段認知功能嚴重缺損學生之社會互動能力具有維持成效。三、家長與個管老師對於自我決策學習教學模式教學效果的社會效度給予正向回饋。

關鍵字

自我決策學習教學模式；認知功能嚴重缺損；社會互動能力

並列摘要

The purpose of this study aimed to investigate the effect of self-determined learning model of instruction on elementary school students with severe cognitive disabilities.In this study, 3 students with severe cognitive disabilities in the special class were taught by 12 social interaction classes developed by self-determined learning model of instruction. The multiple-probe across subject design was used in the study. Three phases: baseline, treatment, and follow-up phases were included. A social interactive context checklist (teacher version) developed by self-determined learning model of instruction was used to understand the percentage of subjects performance and analyzed the effect of instruction with vision analyzing method. At the end of this study, the researcher summarized the results of observing record, parents interview into 3 conclusions as below: 1.The self-determined learning model of instruction has immediate effects on social interaction for elementary school students with severe cognitive disabilities. 2.The self-determined learning model of instruction has reserved effects on social interaction for elementary school students with severe cognitive disabilities. 3.The self-determined learning model of instruction has good social validity, the parents and case managers both have positive feedback .