本研究旨在探討單一嘗試教學法對增進國中自閉關症學生使用電話行為之學習及類化成效,以一名15歲自閉關症學生為研究對象。研究設計探單一受試之跨行為多試探實驗設計,自雙項為使用電話單一嘗試教學法,依雙項為學生使用電話之學習成效及類化厲效。以視覺分析法加以分析資料,并佐以訪談資料做為社會效度分析。研究結果顯示: (一)單一嘗試教學法能增進國中自閉症學生主動接聽電話之次數。 (二)單一嘗試學者法能增加國中自閉症學生回應電話之正确率。 (三)單一嘗試教學法能增加國中自閉症學生轉達留言之正确率。 (四)單一嘗試教學法能增加國中自閉症學生接續談話之句子次數。 (五)單一嘗試教學法能增進國中自閉學生使用電話之類化成效。 (六)家長及教師肯定單一嘗試教學法對增時國中自閉症學生使用電話成效。
This study investigated the efficacy of Discrete Trial Teaching in students with autism. The subject was fifteen-year-old student with autism. The study proceeded in the way of taking multiple probe design across behaviors of single-subject experimental design. The independent variable of this study wad Discrete Trial Teaching on telephone using. The dependent variables were the percentage of lerrning and geeralized outcomes .The questionn-naires for social validity. The consequences of the study were as followe: 1. DTT increases the possibility for students with autism to pick up phone calls spontaneously. 2.DTT increases the possibility of students with autism answering phone calls correctly. 3.DTT helps student with autism increase the accuracy of message transformation. 4.DTT helps student with autism increae the possibility of continuous conversation. 5.DTTenhances the generalized outcomes of students with autism in using telephone. 6.The feedbacks from parents and teachers show that DTT enhances the efficacy of students with autism using telephone.