應用鷹架教學策略於智能障礙兒童口述照樣造句之研究

Abstract

本研究旨在探究應用鷹架教學策略對智能障礙兒童口述照樣造句之成效。研究方法採用單一受試之跨行為多基線實驗設計，並輔以自我教學觀察與省思。 本研究以立意取樣方式選取兩名國小智能障礙兒童為受試對象，自變項為鷹架教學策略，依變項為智能障礙兒童口述照樣造句之主詞、地方副詞、賓詞三者的語詞替換能力之介入效果。 本研究主要發現敘述如下： 一、 智能障礙兒童經鷹架教學策略介入後，能有效提升其口述照樣造句 之主詞替換次數。 二、 智能障礙兒童經鷹架教學策略介入後，能有效提升其口述照樣造句 之地方副詞的替換次數。 三、 智能障礙兒童經鷹架教學策略介入後，能有效提升其口述照樣造句 之賓詞的替換次數。 四、 在自我教學觀察與省思方面，研究者在教學過程中，對於兩名受試者進行之視覺提示、聽覺提示、示範提示、肢體提示、手勢提示、口語提示、提問等鷹架教學策略，有助於提升口述照樣造句語詞替換的能力。口頭的讚美鼓勵與增強物的實施，能有效提升兩名受試者的學習動機。 最後，依據研究結果，對未來研究提出建議，並說明本研究的限制。The purpose of this study is to investigate the effectiveness of instructional scaffolding strategy on children with intellectual disabilities' oral sample sentence making. The study utilized a single-subject cross-behavioral multi-baseline experimental design, supplemented with self-teaching observation and self-reflection to probe into the improvement of the student. Two elementary school children with intellectual disabilities were selected as the subjects of this study. The independent variable was the instructional scaffolding strategy, and the dependent variable was the intervention effect on the verbal substitution of subject, local adverb, and object in the oral sample sentence making of the children with intellectual disabilities. The main findings of this study are described below: I. After the intervention of instructional scaffolding strategy, the number of subject substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. II. After the intervention of instructional scaffolding strategy, the number of local adverb substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. III. After the intervention of instructional scaffolding strategy, the number of object substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. iv IV. In terms of self-teaching observation and reflection, the instructional scaffolding strategies of visual prompt, auditory prompt, demonstrative prompt, physical prompt, gestural prompt, verbal prompt, and questioning for the two subjects were helpful in enhancing the ability of word substitution in oral sample sentence making. Verbal praises and implementation of reinforcers were effective in increasing the motivation of the two subjects. Lastly, recommendationsfor future research based on the findings are made and the limitations of this study are also explained.