自我監控策略對提升高職中度智能障礙學生課堂任務完成度之研究

本研究目的旨在探討以自我監控策略教導高職部中度智能障礙學生完成任務之成效。研究方法採單一受試之跨受試多探試設計，研究對象為三名中度智能障礙學生，皆容易因為外在事物的干擾而分心，以至於無法順利完成課堂任務。研究者於正式研究之前先進行試探性研究，並且依照試探性研究之結果修正研究工具與教學方案。正式研究期程包含基線期、介入期、維持期及類化期兩階段，實驗期間共進行約15週，以目視分析法及C統計進行資料分析。研究結果發現自我監控策略對高職部中度智能障礙學生完成課堂任務具有顯著的立即成效、維持成效以及類化成效。表示研究對象透過自我監控策略可以完成不同類型的課堂任務。研究發現視覺提示結合口訣是引導研究對象應用自我監控策略之關鍵，使研究對象易於使用策略完成不同類型的任務。研究也顯示研究對象自己選擇目標時有其特定的考量，選擇自己欲完成的任務將會提高學習動機。另外，研究對象之個別差異證實自我監控策略是可施行的教學，也提醒教師策略本身即可以增強目標導向的行為，不需要具體的增強物。因此增強物之必要與否需要針對研究對象之學習動機進行調整。最後，依據研究結果與討論提出教學實務上的建議以及未來研究上的建議。

關鍵字

自我監控策略；完成任務；教學介入；單一受試實驗設計；智能障礙

並列摘要

The purpose of this study was to examine the effectiveness of using a self-monitoring strategy to increase the completion of classroom tasks for senior high school students with moderate intellectual disabilities. This study employed a multiple-probe-across-subjects design. The participants were three students with moderate intellectual disabilities who could not complete the tasks required by their courses because of distractions caused by ambient disturbances.The researcher first conducted a pilot study to test the teaching materials and methods, which were subsequently modifying according to the results.Data were collected during the baseline, intervention, maintenance, and two-phase generalization phases for 15 weeks. A visual analysis and C statistics were used to analyze the effect of the self-monitoring strategy. The primary result of the study is that the self-monitoring strategy was effective during the intervention, maintenance, and generalization phases.Thus, by using the self-monitoring strategy, the participants were able to guide themselves to complete the different types of tasks. This study showed that the pertinent factors of guiding the participants to use the self-monitoring strategy were visual prompts and rhymes. By using these factors, the participants were able to apply the strategy to complete multiple tasks easily. This study also indicated that the participants`differential decision-making and reasoning behaviors could increase their motivation for learning. Additionally, the self-monitoring strategy is easy to learn and effective across diverse participants and tasks. Finally, the results serve as a reminder for teachers that the self-monitoring strategy leads to heightened awareness of on-task behaviors and subsequent improvement without tangible reinforcements; therefore, the necessity of reinforcements is determined by the motivation of participants. In accordance with the results, practical suggestions are provided to aid teachers in applying the strategy.