本研究主要在探討視覺注意力訓練教材對三名智能障礙學生注意力之探究。研究對象為三名基隆市某國中八年級之智能障礙學生。本研究方法採用單一受試撤回設計,自變項為視覺注意力訓練教材,依變項為課堂中研究者下達教學指令後研究對象五秒內有學習反應之比率。以目視分析法與電腦化注意力診斷測驗分析所蒐集之資料。研究結果顯示,視覺注意力訓練教材的介入對三名研究對象之學習反應具提升效果,且效果顯著,並具維持效果,且電腦化注意力診斷測驗結果顯示,三名研究對象之學習注意力有顯著提升,尤其是語文注意力部分更為顯著。最後,依據研究結果提出研究限制與建議,供教師教學及未來研究之參考。
This study explored the effectiveness of using visualized attention training materials to improve attentions of students with intellectual disability. The participants were three eighth-graders from a junior high school in Keelung. The study utilized single subject withdrawal design to see whether participants’ rate of responding to teaching directions within five seconds after the directions were given would increase or not. In addition, all participants also took the Computerize Attention Diagnostic Assessment (CACD) before and after training. The results indicated that the attention training using visualized attention training materials could effectively increase participants’ rate of responding. Furthermore, the results of CACD indicated that all participants’ attention did improve a lot, especially for the verbal attention. Suggestions for further research and practitioners were also provided.