運用繪本教學對增進國中智能障礙學生社交技巧學習成效之研究

A Study of the Effects of Picture Books on Promoting Social Skills for Junior High School Students with Intellectual Disabilities

張千惠(Chian-Huey Chang)

指導教授 ： 趙本強 ； 鄭淑芬

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000003

摘要

本研究主要目的在探討繪本教學之運用對提升國中智能障礙學生社交技巧能力之成效。本研究以立意取樣方式從桃園縣某公立國中之自足式特教班選取三名中度智能障礙學生為實驗教學對象。研究方式係採單一受試實驗設計之跨受試多探試設計。自變項為繪本教學，透過繪本故事的內容與情境，由教師設計以社交技巧為主題之教學活動，進行一週二次，一次兩節，總共十週之繪本教學。依變項則是研究對象的社交技巧能力表現。本研究主要藉由研究者自編的「社交技巧評量表」來評估學生在學習過程中的學習成效。此外，本研究亦於實驗結束後藉由「家長與教師訪談問卷」來瞭解受試學生的家長及教師對學生表現的看法。量化資料的分析除採視覺分析來記錄受試學生在社交技巧量表上的表現外，同時並以C統計為輔助分析方法，以評估每位受試學生在各個時期之社交技巧表現的進步趨勢或穩定情形。質性訪談的資料則透過文字稿的方式來做歸納與分析，以期更客觀地瞭解受試學生改變的情形。研究結果顯示，學生在接受繪本教學前，其在社交技巧方面的知能非常不足，但於接受繪本教學後，其社交技巧能力的表現則有立即且顯著的進步，而所有學生亦能適當的保留所習得的能力。受訪的家長及教師亦對研究對象的表現持正面肯定的看法。本研究的結論為：繪本教學的確能有效提升國中中度智能障礙學生之社交技巧能力。研究最後依據上述研究結果，分別就教學輔導及未來研究提出建議。

關鍵字

單一受試法 ； 社交技巧 ； 中度智能障礙學生 ； 國中階段 ； 繪本教學

並列摘要

The primary purpose of this study is to investigate the effects of pictures books on promoting the social skills of junior high school students with intellectual disabilities. Three students with moderate intellectual disabilities participated in this study. They were selected from a self-contained class of a public junior high school located in Taoyuan, Taiwan. A multiple-probe-across-subjects design was used in the study. The independent variable was the picture-books instruction, whereas the dependent variable was students’ performance of social skills measured by a self-developed scale. The picture-books instruction was implemented for 10 weeks in which students received two 45-minute sessions of instruction. A total of 10 picture-books scenarios were developed in this study and were used to teach students appropriate social skills. Effects of the pictures-books instruction were assessed by measuring participants’ scores on the scale of social skills across the entire experimental phases and by interviewing participants’ parents, and teachers. With respect to participants’ scores on the baseline, intervention, and maintenance phases, visual analyses and C statistics were used to examine whether participants demonstrated improved performance and statistical significance of improvement, respectively. Results showed that before instruction, all participants showed very limited social skills. However, after receiving picture-books instruction, all participants demonstrated immediate improvement and was able to maintain the skills they learned. parents, and teachers interviewed also indicated that the three participants’ social skills improved. Based on the results of this study, suggestions were further provided for teachers, parents, as well as prospective researchers who intend to conduct similar research.

並列關鍵字

single subject design ； social skills ； students with moderate intellectual disabilities ； Junior high school ； picture-books instruction

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