平板電腦應用自我教導策略對國中智能障礙學生職業技能學習之成效

Abstract

本研究之目的在探討平板電腦應用自我教導策略對國中智能障礙學生職業技能學習之成效。本研究採用單一受試研究法之跨受試者多探試實驗設計，研究對象為三名十六歲之國中智能障礙學生，運用自我教導策略的教學，透過平板電腦呈現多元的教學提示，幫助學生學習職業技能。三名受試者在接受基線期、介入期及維持期各階段之資料蒐集，透過視覺分析法及C統計加以分析資料，以瞭解平板電腦應用自我教導策略對職業技能學習之成效。 本研究之結論摘要如下： 一、國中智能障礙學生在平板電腦應用自我教導策略介入後，在自我教導策略之學習具有立即成效。 二、國中智能障礙學生在平板電腦應用自我教導策略介入後，在自我教導策略之學習具維持效果。 三、平板電腦應用自我教導策略對國中智能障礙學生學習職業技能具有立即成效。 四、平板電腦應用自我教導策略對國中智能障礙學生學習職業技能具有維持成效。 本研究依據上述研究結果，提出應用自我教導策略提升國中智能障礙學生職業技能學習之教學實務及研究建議。

The purpose of this study was to investigate the effects of applying the use of tablet PC for self-instructional strategy to vocational skills of the junior high school students with intellectual disability. A single-subject experimental study of multiple probe design across subjects was used. The three students with intellectual disability of the ninth grade participated in the study. The participants were taught about the vocational skills by using the tablet PC with self-instructional strategy. Data was collected based on three phases: baseline, intervention and maintenance. Visual analysis and simplified time-series analysis were used to analysis the effectiveness of applying the use of tablet PC for self-instructional strategy to vocational skills of the junior high school students with intellectual disability. The conclusions of this study were as followings: First, applying the use of tablet PC for self-instructional strategy is an effective instructional model that could help the junior high school students with intellectual disability to learn the self-instructional strategy. Second, the effectiveness of applying the use of tablet PC for self-instructional strategy can maintain the self-instructional strategy behavior at least 1 week. Furthermore, applying the use of tablet PC for self-instructional strategy is effective on the acquisition of the vocational skills of the junior high school students with intellectual disability. Fourth, the effectiveness of applying the use of tablet PC for self-instructional strategy can maintain the vocational skills behavior at least 1 week. According to the findings, the recommendations to further research and implementations were made.