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A Study on the Stimulus Fading Oriented Word-recognition Learning System for Pupils with Moderate Mental Retardation
stimulus fading strategy
The purpose of this study is to find out the effect on the learning efficiency of moderate mental-retarded students receiving a training session of a word-recognition learning system, which applies the stimulus fading strategy. A multiple probes across conditions and subjects of single-subject design was adopted. Three elementary school pupils with moderate mental retardation participated in this study. The teaching experiment lasted for consecutive twelve weeks and it was conducted five times a week. The independent variable is word-recognition learning system. The dependent variable is the efficiency of the instruction. The experimental design of this study contains three phases. In the baseline period, the subjects took a series of pretest to measure their ability of word-recognition. In the instruction period, the subjects received word-recognition instruction with picture fading, and then some tests were applied to find out its effects. In the maintenance period, the subjects’ learning maintenance and their behavior of assimilation were explored. The data collected were analyzed by using visual analysis method. It was found that positive learning efficiency was obvious as the subject reach the expertise on their instant learning outcome. Based on this study, major findings were: 1. Using stimulus fading strategies on word-recognition instruction can be an effective teaching method for pupils with mental retardation. 2. The learning system embedded teaching agent can increase the students’ learning motivation. 3. The correlation between various stimulus fading strategies and the learning outcomes of mental retarded students need more evidence to be proved. Some suggestions for the application of this design on teaching, the development of learning systems and future studies were made in this study.
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