影音示範對增進智能障礙兒童減法概念成效之研究

The effect of video modeling on subtractive concept of children with intellectual disabilities.

陳立翎(Li-Ling Chen)

指導教授 ： 鍾鳳嬌

國立屏東科技大學/人文暨社會科學院/技術及職業教育研究所/碩士(2012年)

https://doi.org/10.6346/NPUST.2012.00114

摘要

本研究旨在探討影音示範對增進智能障礙兒童減法概念之成效，研究方法採單一受試中跨對象多探試研究設計，針對屏東縣某國小兩位中度智能障礙學生進行教學介入。本研究的自變項為影音示範影片，依變項為減法概念，包含一位數相減、二位數減一位數（含借位）之拿走題型與比較題型。在介入期中，每位受試者接受六次教學介入，教學後使用自編之減法概念評量表進行資料收集。資料分析結果採目視分析法，以了解兩位受試者之立即與保留成效。綜合本研究結果如下：
一、影音示範對增進智能障礙學生減法概念之立即成效未達顯著差異。
二、影音示範對增進智能障礙學生減法概念之保留成效未達顯著差異。
本研究建議如下：
一、本研究針對影音示範之影片製作及減法教學策略提出相關建議。
二、本研究也針對未來研究之研究對象、研究內容設計、評量工具及研究設計提出幾點建議。

關鍵字

影音示範、減法概念、智能障礙學生

並列摘要

This study aimed to explore the effectiveness of the video modeling to enhance the mentally retarded subtraction concept. The research methods adopted the single-subjects experimental design of multiple across subjects and teaching intervention for the Pingtung County Elementary School two student with intellectual disabilities. The independent variable was video modeling and dependent variable was the subtraction concept contains a number subtract two-digit number minus one (with borrow) to take away the kinds of questions and compare kinds of questions. In the intervention period, each student received six teaching units. After intervention period researcher used concept of subtraction rating scale to collect data. In order to understand immediate effectiveness and retention of two subjects, the data analysis was the visual inspection techniques. The following were the results of the syudy：
1. There are no significant differences in using video modeling to improve the immediate effectiveness of the subtraction concept of students with mental retardation.
2. There are no significant differences in using video modeling to maintain the effectiveness of video modeling subtraction concept to enhance the students with mental retardation.
Two recommendations were provided in the last part：
1. The suggestions of the video modeling production and subtraction teaching strategies were provided.
2. The suggestions of research subjects, design, assessment tools for the future study.

並列關鍵字

video modeling, subtraction concept, students with intellectual disabilities.

參考文獻

Apple, A., Billingsley, F., & Schwartz, I. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33-46.

Buggey, T. (2005). Video modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20, 52-63.

Charlop-Christy, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275-285.

Charlop-Christy, M.H, & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior

nal of Autism and Developmental Disorders, 30, 537-552.