直接教學模式對青春期嚴重情緒障礙學生社會技巧教學成效之研究

The Effects of Direct Instruction Model on Social Skills Teaching for Adolescents with Emotional and Behavioral Disorders

林燕玲(YEN-LING LIN)

指導教授 ： 盧台華

國立臺灣師範大學/教育學院/特殊教育學系/碩士(1999年)

摘要

摘 要
本研究旨在探討青春期嚴重情緒障礙學生接受直接教學模式社會技巧教學之成效。研究方法採單一受試法之跨行為多探試設計。研究對象為五名安置在台北市立療養院青少年日間留院，主要診斷為精神分裂症或情感性疾患之嚴重情緒障礙學生，接受為期十一週每週三次之實驗教學。研究者以「社會技巧觀察表」行為記錄、「社會技巧進步情形評量表」之教師與受試評定意見，以及「直接教學模式滿意度問卷」結果進行資料分析。
根據研究結果，本研究主要發現如下。
一、 直接教學模式能夠增加受試整體社會技巧學習表現，其中又以同儕相處社會技巧進步最多。且五名受試整體社會技巧上均有進步，其中又以穩定出席之三名受試表現為佳。
二、 教師對不同向度社會技巧評定進步情形有差異。教師肯定五名受試同儕相處技巧之進步。在自身相關與特定情境向度，教師僅同意部分受試進步情形。
三、 全程參與之三名受試均一致表示接受直接教學模式後，其同儕相處、自身相關、特定情境社會技巧表現均為進步。
四、 全程參與之三名受試對直接教學模式教學成分感到滿意，並肯定直接教學模式介入帶來之進步。
研究者根據本研究結果，綜合結論與研究限制，提出未來實施直接教學模式在嚴重情緒障礙學生社會技巧教學介入及相關研究之建議。
關鍵詞：直接教學模式，嚴重情緒障礙，社會技巧

關鍵字

直接教學模式 ； 嚴重情緒障礙 ； 社會技巧

並列摘要

The Effects of Direct Instruction Model on Social Skills Teaching for
Adolescents with Emotional and Behavioral Disorders
Yen-Ling Lin
ABSTRACT
The purpose of this study was to explore the effects of Direct Instruction Model (DI) on Social Skills Teaching for Adolescents with Emotional and Behavioral Disorders (EBD). The single-subject multiple-probe design across behaviors was adopted in this study. Subjects were five EBDs with schizophrenia or mood disorders from Taipei City Psychiatric Center. Experiment lasted for eleven weeks, three times a week. Data were presented by graphic method and analyzed by using visual analysis method. Three instruments were self-edited " Social Skills Observation Checklists ", "Social Skills Improvement Scale "rated by the teachers and subjects, and " DI satisfaction inventory".
The main findings were as follows:
1. The visual analysis of the graphic data to the multiple-probe design demonstrated DI could increase five EBDs whole social skill performances, especially on peer-related social skills. Results showed that three of five EBDs who participated in all experiment performed better than the others.
2. The feedback from teachers differed from different social skill areas. Teachers all agreed the effects on peer-related social skill area were the best, but both self-related and specific situation social skills areas were not so significant.
3. From the self-rated scale by three EBDs who participated in whole experiment, the effects of social skills improvement were supported highly.
4. Also the three EBDs were satisfied with all facets of DI and had positive attitudes toward their performances.
Recommendations for the intervention and further studies were made based on the results and limitations of this study.
Keywords: direct instruction model; emotional and behavioral disorders;
social skills.

並列關鍵字

direct instruction model ； emotional and behavioral disorders ； social skills

參考文獻

李選、葉美玉、洪翠妹（民83）：社交技巧訓練於提昇住院精神病患表達與溝通之成效探討。護理研究，2（2），166-178。

楊延光（民89）：杜鵑窩的春天-精神疾病照顧手冊。台北：張老師出版社。

盧台華（民75）：直接教學法在智能不足教學成效上之探討。我國特殊教育的現代化。中華民國特殊教育學會。

參考文獻

王櫻芬（民86）：社交技巧訓練對國小攻擊傾向兒童之攻擊行為、社交技巧與自我效能之影響效果研究。國立高雄師範大學輔導研究所碩士論文。