使用手持裝置增進國小輕度智能障礙學生時間管理能力之探究

Using Handheld Devices to Enhance the Time-management Skills of Students with Mild Intellectual Disability in Elementary School

吳柱龍(Chu-Lung Wu)

《臺中教育大學學報：教育類》 26卷2期 (2012/12) Pp. 51-70

https://doi.org/10.7037/JNTUE.201212.0051

摘要

本研究主要針對國小中、高年級智能障礙學生，以手持裝置配合時間管理程式為實驗介入方式，探討其介入後對受試者時間管理能力的影響。受試者為國小中、高年級之輕度智能障礙學生共14位，以觀察紀錄表及國民中小學時間管理行為特徵檢核表作為受試者時間管理能力的表現。實驗介入分為傳統紙本行事曆及手持裝置兩部分，分別實行一週的使用教學及三週的實驗觀察。結果顯示，使用觀察記錄表記錄之「依據行程表獨立活動的能力」及「回家作業的完成度」兩項指標，在手持裝置介入後，均較前測及紙本行事曆介入成效為高，且具有顯著差異，代表手持裝置介入對受試者的時間管理具有成效。但檢核表的結果與紀錄表的結果不一致，並無顯著差異，推測其原因為檢核表的題目較廣泛，且針對的是受試者時間概念、注意力及記憶力等基礎能力，因此反映出手持裝置在時間管理的增進成效有限。本研究結果可對未來從事相關的時間管理輔具開發及時間管理的教學提供建議。

關鍵字

手持裝置 ； 時間管理 ； 智能障礙

並列摘要

The purpose of this study was to investigate the effects of handheld devices on time-management skills of students with mild intellectual disability in elementary school. The time-management skills were defined as ”following the time schedule independently” and ”achievement of homework.” There were 14 subjects from the 4th to 6th grade students with mild intellectual disability in elementary schools recruited in this study. They participated in a comparison of their use of the handheld device system to achieve the homework and follow the time schedule independently with the use of a written schedule and before using. The results demonstrated the handheld devices with time-management software could enhance the time-management skills of students with intellectual disability by increasing independence in following the time schedule and percentage of achievement of homework.

並列關鍵字

handheld device ； time-management skills ； intellectual disability

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