本研究旨在探討過程本位教學對提升高職智能障礙學生從事休閒活動之成效。本研究之自變項為過程本位教學;依變項為從事休閒活動之習得效果、類化效果以及保留效果。研究對象為三名高職中度智能障礙學生,採單一受試研究法中的跨受試多探試設計,共進行每週六節,每節四十五分鐘,為期十五週之實驗教學介入。本研究運用從事休閒活動學習評量表,輔以訪談學生、家長與教師來討論實驗結果。探討受試在從事休閒活動技能的學習成效、類化與保留成效。受試者的學習成效均以得分百分比表示,再將所得資料以圖表方式呈現,並進行視覺分析與C統計分析。研究顯示:運用「過程本位教學」對於高職智能障礙學生計畫及執行休閒活動技能的提升,具有良好的習得、類化及保留效果。三位研究對象均能學會做計劃並且成功地應用於休閒活動的計畫與執行。此外,由訪談資料亦顯示實驗結束後,參與研究的學生也能將做計劃的能力應用到其他領域的學習及日常生活中。
The purpose of this study was to investigate the effects of process-based instruction (PBI) on the planning and performance of leisure activities of senior high school students with intellectual disabilities. A multiple probe across subject design of single subject research was used to evaluate the acquisition, generalization and maintenance effects of PBI. Three senior high students with moderate intellectual disabilities of a special school joint this study. The Process-based instruction program was intervened for 15 weeks, three times a week, 90 minutes each time. The subjects were taught to make plans and apply it in leisure activities. The results indicated that PBI program had positive acquisition, generalization and maintainess effects on leisure activities for high school students with moderate intellectual disabilities. All subjects learned to make plans well and could apply it successfully not only in leisure activities, but in other academic area and daily living activities.