國中階段輕度智能障礙學生自我決策教學方案成效之研究

A study of self-determination program's effects on junior high school students with intellectual disabilities

曾惠敏(Hui-Min Tseng)

指導教授 ： 任麗華

中原大學/人文與教育學院/教育研究所/碩士(2008年)

https://doi.org/10.6840/cycu200800007

摘要

本研究旨在探究以生活中心生涯教育課程（Life-Centered Career Education）為架構所編制之自我決策教學方案對國中階段輕度智能障礙學生之教學成效。研究者以桃園縣某所國中四位輕度智能障礙學生為教學對象，以單一受試研究方法（single subject research design）模式中的跨個人多基線設計(multiple baseline across individuals)，將學生分為兩組，於實驗教學前後進行前後性、持續性評量，並於實驗教學後訪談受試學生之導師、家長與受試學生本人對於此教學方案實施之意見，以補量化資料之不足。本研究主要發現歸納如下：
1.在自我決策課程本位評量、ARC自我決策量表、自我決策能力評量表等評量上，接受實驗教學之學生，其在實驗教學前後的評量結果上均有顯著差異。顯示本研究之自我決策教學方案具有立即之效果。
2.學生在保留期之課程本位評量通過率皆達70%，且教學結束後之訪談資料得知受試學生在教學實驗後，其自我決策能力均有進步。由此可知，此研究之自我決策教學方案具有保留效果。
此外，本研究在研究過程中尚發現以下情形：
1.受試學生在自我決策各項度的表現情形以「達到獨立性」項度中的設定目標與達成目標的能力明顯較弱。
2.受試學生平日的經驗會影響其自我決策的意願與表現。
3.受試學生在接受自我決策教學方案後，在讚美他人時，容易有誇大或不適宜的使用讚美。
除針對上述研究結果加以討論外，並提出若干在教學上及未來進一步研究的建議，最後並提出本研究之限制。

關鍵字

自我決策 ； 智能障礙 ； 單一受試法

並列摘要

The purpose of the study is to examine the effects of self-determination program according to the theory of Life-Centered Career Education which were broacheh by Brolin in 1997. At the study, there were four students with mental retardation of junior high school special class in TAOYUAN County as subjects. A multiple-baseline design across subjects was employed in this study, which included baseline, treatment, and maintenance phases. The researcher collected data through a test of continuity and ahead of and afterward the experimentation. Besides, the information of interviews of the hierophants、parents and students are acquired after the intervention ceasing four weeks.
The findings of the study were as followings:
1.According to the outcomes of assessment line of courses、the scales of self-determination for parents and for teachers and the ARC's self-determination scale, the students as subjects whose scores on above-mentioned scales were reaching discrepancy of boldness. It showed that the self-determination program had the instant effects.
2.Self-determination instruction programs can improve self-determination skills. After intervention, there was up trend on decision-making and daily problem-solving, and maintain effect for immediate and after 4 weeks.
Besides,the research still dudentug out the following status:
1.The representations of the students were poor in setting and arriving at cynosures belonging to the competency of achieving independence.
2.The students' unexceptional experiences would influence their volitions and expressions when they need to make decision for themselves.
3. When the students praised the other people, they would easily make a mistake which they using compliments were overstatement or inappropriate.

A number of suggestions were made for future study and teaching purpose. Finally, the limitations of the study were addressed.

並列關鍵字

self-determination ； intellectual disabilities ； multiple-baseline design

參考文獻

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