高職部智能障礙學生自我教導策略學習及搭公車訓練應用之成效研究

Effects of Self-Instruction Strategies on Developing Bus-Riding Skills for High School Students with Intellectual Disabilities

吳怡瑱(Yi-Chen Wu)

指導教授 ： 何素華

中原大學/人文與教育學院/特殊教育研究所/碩士(2011年)

https://doi.org/10.6840/CYCU.2011.00183

摘要

本研究旨在探討智能障礙學生是否能學會自我教導策略，並應用自我教導策略在搭公車的學習成效。研究方法採用「跨受試多探試」實驗設計，研究對象為特殊教育學校高職部智能障礙學生三人，一共進行每周六次，為期十周之實驗教學。自我教導策略的學習效果之評量是在教室模擬情境以研究對象在「自我教導策略學習效果評分表」之正確率作為指標；而應用自我教導策略搭公車之學習效果之評量則是在真實情境，以「應用自我教導策略搭公車學習效果評分表」之正確率為指標。以視覺分析及簡化時間序列分析方法，檢驗其立即、維持及類化成效，並進行錯誤類型分析。
本研究發現高職部智能障礙學生能學會自我教導策略並且能成功的應用在搭乘公車的表現上。不但有良好的立即效果，而且能應用到三條沒教過的新路線；教學結束兩週後，仍舊維持良好的保留效果。參與者在搭公車時最常見的錯誤類型有包括：選擇錯誤的公車號碼、在錯誤的站牌等車、下車時，未能檢查站牌名稱。參與者碰到的問題是下是錯站，但是他們都能有效解決此問題。

關鍵字

交通技能 ； 搭公車 ； 自我教導 ； 自我教導策略 ； 交通訓練

並列摘要

The purpose of this study was to investigate the effects of self-instruction strategies on developing bus-riding skills for high school students with intellectual disabilities. Three participants age17 to20 were taught self-instruction strategies and to apply them for riding a bus. The experiment instruction lasted for ten weeks, six times a week. A multiple-probe across subject design of single subject research was used to examine the immediate, maintenance, and generalization effects of the experiment. Evaluation was based on the percentage of correct responses on “The assessment of participants’ acquiring of self- instruction strategies” and “The assessment of the effectiveness of self-instruction strategies on bus-riding performance”. The data were analyzed through visual inspection and simplified time-series analysis. In addition, error patterns were analyzed as well.
The findings of this study indicated that high school students with intellectual disabilities learned self-instruction strategies well and could apply them successfully to ride a bus. All participants could apply self-instruction strategies to take buses in three new routes and maintain well two weeks after the end of this study. The most often error types participants made were the selection of inappropriate bus number, waiting buses at wrong stations, and without checking the bus station sign when gets off a bus. The difficult situations participants met was getting off the bus at an unexpected bus station, however, they could solve the problems independently.

並列關鍵字

self-instruction ； bus-riding ； travel training ； travel skill ； intellectual disabilities ； self-instruction strategies

參考文獻

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