自我教導策略對國中伴隨注意力缺陷之學習障礙學生在持續注意力完成作業之成效
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2012
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Abstract
本研究旨在探討自我教導策略教學對國中伴隨注意力缺之學習障礙學生在持續注意力完成作業之成效。研究對象為三名國中八年級知動型兼注意力缺陷的學習障礙學生。研究方法採單一受試之跨受試多探試實驗設計，自變項為自我教導策略教學，依變項為時限內持續注意力完學作業之時間長度、作業完成率與作業正確率之成效，並以目視分析法及Ｃ統計考驗對實驗所蒐集之資料進行分析探討，本研究結果如下：
一、國中伴隨注意力缺陷之學習障礙學生做作業時能使用自我教導策略來專心完成作業。
二、自我教導策略能提升國中伴隨注意力缺陷之學習障礙學生做作業時的持續注意力時間長度。
三、自我教導策略能提升國中伴隨注意力缺陷之學習障礙學生的作業完成率。
四、自我教導策略能提升國中伴隨注意力缺陷之學習障礙學生的作業正確率。
最後，研究者根據研究結果、討論及結論，提出相關建議以供教學工作實務參與者及未來研究者之參酌方向。
The purpose of this study was to investigate the effects of self-instruction strategy on sustained attention to assignment completion of junior high school students with learning disabilities and attention deficit disorders [ADD]. The participants were three students in eighth grade with the developmental coordination disorders [DCD] and attention deficit disorders in the junior high school. A multiple probe design across subjects was used in this study. The independent variable was the self-instruction strategy. The dependent variables were the time length of sustained attention, the percentage of assignment completion and the percentage of assignment correctness. Data were analyzed by visual analysis and the simplified time-series C statistics. The major findings were summarized as follows: 1. Students with learning disabilities and attention deficit disorders when they are doing assignments can use self-instruction strategy to complete assignments intently. 2. Using self-Instruction strategy can improve the time length of sustained attention of junior high school students with learning disabilities and attention deficit disorders when they are doing assignments. 3. Using self-Instruction strategy can improve the percentage of assignment completion of junior high school students with learning disabilities and attention deficit disorders. 4. Using self-Instruction strategy can improve the percentage of assignment correctness of junior high school students with learning disabilities and attention deficit disorders. According to these findings, some suggestions were provided for the teachers and future researchers.
The purpose of this study was to investigate the effects of self-instruction strategy on sustained attention to assignment completion of junior high school students with learning disabilities and attention deficit disorders [ADD]. The participants were three students in eighth grade with the developmental coordination disorders [DCD] and attention deficit disorders in the junior high school. A multiple probe design across subjects was used in this study. The independent variable was the self-instruction strategy. The dependent variables were the time length of sustained attention, the percentage of assignment completion and the percentage of assignment correctness. Data were analyzed by visual analysis and the simplified time-series C statistics. The major findings were summarized as follows: 1. Students with learning disabilities and attention deficit disorders when they are doing assignments can use self-instruction strategy to complete assignments intently. 2. Using self-Instruction strategy can improve the time length of sustained attention of junior high school students with learning disabilities and attention deficit disorders when they are doing assignments. 3. Using self-Instruction strategy can improve the percentage of assignment completion of junior high school students with learning disabilities and attention deficit disorders. 4. Using self-Instruction strategy can improve the percentage of assignment correctness of junior high school students with learning disabilities and attention deficit disorders. According to these findings, some suggestions were provided for the teachers and future researchers.
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自我教導, 注意力缺陷, 學習障礙, 知動障礙, 持續注意力, 完成作業, self-instruction strategy, attention deficit disorders, learning disabilities, developmental coordination disorders, sustained attention, assignment completion