驗證影片示範教學三級介入由下至上模式：以國小心智障礙學生學習適應舞蹈為例

Abstract

本研究旨在以教導國小心智障礙學生學習適應舞蹈驗證影片示範教學三級介入由下至上模式。本研究使用影片示範教學三級介入模式（Three-Tier Video Modeling Intervention Model [3TVM]）結合介入反應模式、三層級全校性正向行為支持模式，將教學介入重新配置成初級、次級與第三級的三階段介入，按照3TVM模式，在初級介入應為最多學生有反應，依序下來接受第三級介入人數為最少，本研究嘗試了解國小心智障礙學生使用影片示範教學學習適應舞蹈，由初級至第三級的過程，每位學生未必需要相同的教學資源介入。 本研究為單一受試變更情境設計，研究對象為九位國小二至六年級心智障礙學生。初級教學介入為個人自由觀看示範影片，未成功學會舞蹈步驟者進行次級介入之團體影片示範教學，仍無成效者則進入第三級一對一個別化影片示範教學。維持期資料蒐集分別在學生撤銷介入的一週後和一個月後實施。 九位研究對象中有三位在初級介入即產生正確且有效反應，減少進入次級教學介入的人數。進入次級教學介入的人數為六位，除一位因個人腳傷狀況退出實驗，其餘學生皆在次級教學介入產生正確且有效的反應，本研究未有學生進入影片示範教學第三級介入。 根據研究結果，提供現場教學者相關建議以參考。

Abstract The purpose of this study is using bottom-up three-tier video modeling to teach elementary students with special needs learning adaptive dance. This study using the Three-Tier Video Modeling Intervention Model [3TVM] (Wang& Koyama, 2014) combined with response to intervention and three- tier model reconfiguring the teaching intervention into tier 1, tier 2 and tier 3. According to the 3TVM model, the tier 1 should be the most students responding, and the number of tier 3 is the least. Students with special needs use video modeling teaching to learn adaptive dance. From the tier 1 to tier 3, each student does not necessarily need the same teaching resources to intervene. This study was a single-subject changing conditions design, and the study subjects were nine students with disabilities in grades 2-6. The tier 1 is for individuals to watch video freely. Those who have not successfully learned the dance steps are engaged in group video modeling teaching of tier 2. Those who are still ineffective will enter the tier 3 one-to-one video modeling. The maintenance stage data collection is implemented one week after the student withdraws the intervention and one month later. Three of the nine subjects produced a correct and effective response at the tier 1, reducing the number of people entering tier 2. The number of people entering the tier 2 was six. Except for one who withdrew from the experiment due to personal foot injury, the other students all had correct and effective responses in the tier 3. Inthis study, no students entered the tier 3. Based on the research results, some suggestions are provided for teachers.

Keywords： Adaptive Dance, Students with Special Needs, Three-Tier Intervention Model, Video Modeling Intervention