通例課程方案對智能障礙學生職業技能學習成效之研究

Abstract

本研究之目的旨在探討通例課程方案對高職智能障礙學生職業技能訓練之成效。研究方法採單一研究對象研究法中之跨研究對象多探試實驗設計，研究對象為三名十五歲至十六歲之高職智能障礙學生，自變項為通例課程方案之職業技能訓練，依變項為職業技能行為之表現。 本研究三名研究對象分別接受基線期、介入期、類化期及保留期之資料蒐集，並利用視覺分析法及C統計加以分析，以瞭解通例教學法對三名研究對象職業技能學習之成效，同時並輔以訪談相關人員之社會效度分析。 本研究之結果摘要如下： 一、通例課程方案對高職智能障礙學生之職業技能具有習得成效。 二、通例課程方案對高職智能障礙學生之職業技能能類化到社區情境及材料中。 三、通例課程方案對高職智能障礙學生之職業技能具有學習保留成效。 四、訪談相關人員顯示本研究具有良好社會效度。

The purpose of this study was to investigate the effectiveness of general case programming on the learning of vocational skills for senior high school students with intellectual disabilities. The students were three 15 to 16 years old senior high school students with intellectual disabilities. The single subject research across subjects with multiple probe design was used. The independent variable was general case programming and the dependent variable was the percent of correct response of vocational skills. Data were collected on the three subjects during baseline, intervention, generalization, and maintenance phases. Visual analysis and simplified time-series analysis was used to analyze the effectiveness of the training, and social validity analysis using interviews with related individuals were also supplemented. Results of this study were summarized as followings: 1. The general case programming is effective on the acquisition of vocational skills or the senior high school students with intellectual disabilities. 2. The general case programming is effective in generalizing vocational skills into classroom, home and community soft drink stores and materials. 3. The general case programming is also effective in maintaining the vocational skills behavior change for at least 2 weeks. 4. Interviews with related individuals have indicated that this research has a high social validity.