工作分析本位介入方案對高職輕度智能障礙學生飲料調製技能學習成效之研究

Abstract

本研究目的旨在探討工作分析本位介入方案對高職階段輕度智能障礙學生飲料調製技能學習的效果。研究方法採用單一受試研究設計中的跨受試多探試設計，研究對象為三名高職輕度智能障礙學生，皆沒有接受飲料調製相關課程訓練的經驗。本研究自變項為工作分析本位介入方案，依變項為三位研究對象經過教學介入後飲料調製技能的表現。本研究包括基線期、實驗處理期及維持期三個階段，研究者將三位研究對象的表現資料以視覺分析與C統計進行分析，以瞭解工作分析本位介入方案對三位研究對象之飲料調製技能學習的效果，本研究研究結果如下：

一、三位研究對象於實驗處理期的飲料調製表現水準與基線期相較，於視覺分析與C統計分析之結果均有提升，顯示工作分析本位介入方案對高職階段輕度智能障礙學生之飲料調製技能具有立即訓練成效。

二、三位研究對象於維持期的飲料調製表現水準與實驗處理期相較，視覺分析與C統計分析的結果無顯著變化，顯示工作分析本位介入方案對高職階段輕度智能障礙學生之飲料調製技能具有保留成效。

三、透過學習成效滿意度調查表進行調查後，發現相關人員皆對於本研究的訓練成果持正向態度，顯示工作分析本位介入方案具有良好的社會效度。The purpose of this study was to investigate the effects of task analysis intervention program to enhance the learning of beverage modulation skills for 3 vocational senior high school students with mild intellectual disabilities. A multiple-probe-across-subjects design of single subject research method was used to evaluate the effects of task analysis instructional program on these individuals. The independent variable was the task analysis intervention program and the dependent variable was the learning outcomes of making beverages. Data collected was divided into 3 phases: baseline, intervention, and maintenance. Visual analysis and C-statistic were used to analyze the effects of this intervention program.

The results of this study were as follows: (a) Task analysis intervention program was effective in the learning of beverage modulation skills for vocational senior high school students with mild intellectual disabilities, (b) The learning outcomes of task analysis intervention program on beverage modulation skills can be maintained, and (c) The evidence for the social validity of the intervention program was collected by interviewing the significant others (homeroom teacher) to those students who participated in this study. The results of their interview showed that their teachers all agree this intervention program was helpful to the 3 participants.