多媒體繪本教學方案對國小輕度智能障礙學童口語表達能力之學習成效

Effects of Multimedia Instruction on Oral Expressive Ability to Elementary Students with Mild Intellectual Disabilities

丘華殷(Hua-Yin Chiu) ； 李淑玲(Shwu-Ling Lee)

《特殊教育學報》 27期 (2008/06) Pp. 1-30

https://doi.org/10.6768/JSE.200806.0001

摘要

本研究採跨受試多探試的單一受試研究設計，以多媒體繪本教學方案對台北市某國小三名輕度智能障礙學童進行教學後，依照口語樣本來分析三位受試口語表達能力上總詞彙數、相異詞彙數、校正後相異詞總詞彙比率、錯誤句總數、迷走語總數的學習成效。本研究之結果摘要如下：(1)在增進總詞彙數上，具有立即、維持成效。(2)在增進相異詞彙數上具有立即、維持成效，受試甲和受試乙表現更明顯。(3)在校正後相異詞總詞彙比率上具有立即和維持成效。(4)在降低錯誤句總數上，具有立即和維持成效。(5)在降低迷走語總數上，具有立即和維持成效，受試丙表現更爲明顯。(6)由質性分析家長老師的肯定中得知本研究具有社會效度。

關鍵字

多媒體繪本 ； 輕度智能障礙 ； 口語表達能力

並列摘要

This study investigated the effectiveness of multimedia instruction on oral expressive ability to elementary students with mild intellectual disabilities. The subjects were three students with mild Intellectual Disabilities from elementary school in Taipei City, Taiwan. A single-subject experimental design of multiple probe design across subjects was used to evaluate the effects. The independent variable was web multimedia illustrated book, and the dependent variables were number of total words, number of different words, corrected type token ratio, total number ungrammatical utterances, and total number of mazes. The conclusions of this study were as follows: (a) An instant effect and a maintenance effect of number of total words were found. (b) An instant effect and a maintenance effect of number of different words were found. (c) Corrected type token ratio was increased on both effects. (d) An instant effect was found on number of ungrammatical utterance, however, the maintenance effect was not significant. (e) The total number of mazes was decreased, and both instant and maintenance effects were found. (f) The result of the interviews showed that the teachers and the parents hold positive views on this teaching program. The social validity of this manipulation was confirmed.

並列關鍵字

multimedia illustrated book ； mild intellectual disabilities ； oral expression ability

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