通例教學方案對國中階段中度智能障礙學生職業技能學習之成效

Abstract

透過單一受試研究法中之跨受試多試探設計，本研究旨在探討通例教學方案對國中階段中度智能障礙學生職業技能學習成效之影響。參與學生為三名持有中度智能障礙的國中學生，自變項為通例教學方案，依變項為職業技能學習成效。本研究三名參與學生分別接受基線期、處理期、類化期與保留期之評量，並將蒐集之資料以視覺分析與C統計方式加以分析，以瞭解通例教學方案對三名參與學生學習職業技能之成效。並且輔以相關人員進行訪談，以瞭解本研究之社會效度。 本研究結果摘要如下： 一、 通例教學方案對國中階段中度智能障礙學生之職業技能學習具有立即成效。 二、 通例教學方案對國中階段中度智能障礙學生之職業技能學習具有類化成效。 三、 通例教學方案對國中階段中度智能障礙學生之職業技能學習具有保留成效。 訪談家長、教師與早餐店老闆娘的結果分析也顯示，本研究具有良好之社會效度。The purpose of this study was to investigate the effectiveness of general case programming on the learning of vocational skills for junior high school students with moderate intellectual disabilities. The students were three 13 to 14 years old junior high school students with moderate intellectual disabilities. A multiple probe design across subjects was used to monitor each participating student’s target behaviors. The independent variable was general case programming and the dependent variable was the percentage of correct response of vocational skills. Data were collected based on four phases: baseline, intervention, generalization, and maintenance. Visual analysis and simplified time-series analysis were used to analyze the effectiveness of the training, and social validity analysis using interviews with significant individuals were also supplemented. Results of this study were summarized as follows: 1. The general case programming was effective on the acquisition of vocational skills for the junior high school students with moderate intellectual disabilities. 2. The general case programming was effective on generalizing vocational skills into classroom and community breakfast shop. 3. The general case programming was effective on maintaining the vocational skills behavior change for at least 2 weeks. Result of interviewing with significant individuals indicated that this research exhibited a high social validity.