自我教導訓練方案對高職智能障礙學生學習大型清潔機具操作之成效研究

Abstract

本研究目的在探討自我教導訓練方案對高職智能障礙學生學習大型清潔機具操作的學習成效，研究方法採單一受試研究法之多基線跨受試設計，研究者使用結合自我教導訓練與圖片提示策略的自我教導訓練方案，以就讀北部某特殊教育學校高職部的三位智能障礙學生為研究對象，實施每週三次、每次三十分鐘的教學實驗，其研究結果如下：

一、自我教導訓練方案對高職智能障礙學生學習大型清潔機具操作具有立即成效。 二、自我教導訓練方案對高職智能障礙學生學習大型清潔機具操作具有維持成效。 三、高職智能障礙學生使用自我教導策略之熟練情形具有立即成效。 四、高職智能障礙學生使用自我教導策略之熟練情形具有維持成效。 五、受試學生之相關任課教師肯定自我教導訓練方案在增進高職智能障礙學生學習大型清潔機具操作上的成效，且認為自我教導訓練方案為有效教學法。

此外，研究者針對未來教學與研究提出建議，作為日後教學應用與相關研究參考。

The purpose of this study is find out the effects of self-instruction program on cleaning skills for senior high school students with intellectual disability. The researcher use self-instruction program, combine self-instruction and picture-prompt strategies, to teach three senior high school students, who study in a special school for students with intellectual disability, how to operate floor scrubber. The single-subject, multiple baseline across-subjects designs was adopted in this study, and the results of this study were as follow: 1. The self-instruction program facilitated the effects of cleaning skills for the students with intellectual disability in the treatment phase of this study. 2. The self-instruction program facilitated the effects of cleaning skills for the students with intellectual disability in the maintenance phase of this study. 3. The senior high school students with intellectual disability can perform self-instruction strategy on task in the treatment phase of this study. 4. The senior high school students with intellectual disability can iii perform self-instruction strategy on task in the maintenance phase of this study. 5. Teachers confirmed that self-instruction program could cause the positive effects for the students, and improve their abilities on cleaning skills. Also, teachers think self-instruction program is effective teaching method. Finally, several suggestions for future researches and instructional activities to promote students with intellectual disability on self-instruction performance were raised.