圖示褪除策略對重度障礙成人學習功能性詞彙成效之研究

Abstract

本研究旨在探討重度障礙成人經圖示褪除策略教學後，學習功能性詞彙的立即效果、類化效果以及維持效果。研究方法採用單一受試研究法之跨行為多探試設計，分為基線階段、介入階段、類化階段與維持階段等四階段依序進行。研究對象為三位由立意取樣選取而來的重度障礙成人，分別接受六個目標詞彙的教學實驗，為期十一週。本研究自變項為圖示褪除策略，依變項為參與者於介入階段、類化階段及維持階段中，每次評量指認目標詞彙的答對次數。本研究將歷次評量所得資料繪製成折線圖，並以視覺分析及C統計進行分析。研究發現如下： (一) 圖示褪除策略能提升重度障礙成人學習功能性詞彙的立即效果；三位參與者於介入階段的表現水準與基線階段相較，在視覺分析與C統計分析上均顯著提升。 (二) 圖示褪除策略能幫助重度障礙成人將功能性詞彙類化於真實情境中；三位參與者於類化階段的表現水準與介入階段相較，在視覺分析與C統計分析上均維持一致。 (三) 圖示褪除策略對於重度障礙成人學習功能性詞彙具有維持效果；三位參與者於維持階段的表現水準與類化階段相較，在視覺分析上雖稍有下降傾向，但其下降幅度在C統計分析上並未達顯著差異。The study aimed to discuss effects of picture fading strategies on immediate effects, generalization effects, and maintenance effects of functional vocabulary learning of adults with severe intellectual disability. This study applied a multiple baseline across-behaviors design and was divided into four successive phases: baseline, intervention, generalization and maintenance phase. The participants were three adults with severe intellectual disability selected purposely. The independent variables of this study were picture fading strategies; the dependent variables were times of correct responses of participants in every assessment of intervention, generalization and maintenance phase. The data collected were analyzed by curves, visual analysis and the C statistics. Based on the findings, the researcher summarized the conclusions as follows: 1. Picture fading strategies could promote the immediate effects of functional vocabulary learning of adults with severe intellectual disability. Base on the analyses by visual analysis and the C statistics, every participant performed significantly better in intervention phase than in baseline phase. 2. Picture fading strategies are effective in generalization effects of functional vocabulary learning of adults with severe intellectual disability. Base on the analyses by visual analysis and the C statistics, every participant performed equally in generalization and intervention phase. 3. Picture fading strategies are effective in maintenance effects of functional vocabulary learning of adults with severe intellectual disability. The participants’ performance declined slightly from generalization phase to maintenance phase according to visual analysis, but the decrease was not significant according to the C statistics.