自我決策教學方案對國小智能障礙學生的教學成效
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2009
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Abstract
本研究旨在探討自我決策教學方案對國小智能障礙學生自我決策能力的立即表現、維持效果及類化程度。研究方法採單一受試實驗設計的跨受試多探試設計，參與研究對象為三名智能障礙學生，包括一年級中度智能障礙女生、二年級輕度智能障礙男生及三年級中度智能障礙男生。自變項為自我決策教學方案，依變項為學生自我決策能力在「自知與獨立」、「心理賦權」、「自我調整」與「自我實現」等四方面的表現。教學實驗分為三階段進行：基線期、教學介入期及保留期，四大單元的自我決策教學方案共有三十堂課，為期十週。
研究工具為根據教學內容所編的課程本位評量單，以學生在「我的自我決策學習小小評量」的得分蒐集基線期、介入期及保留期的量化資料，所蒐集的量化分數應用視覺分析法及C統計加以分析；以家長與教師於教學前後在「國小學童自我決策能力評定量表」評分的平均進步分數，加上訪談家長及學生蒐集教學方案實施後的質性資料，綜合評估自我決策教學方案的教學成效。
本研究之主要發現如下:
一、自我決策教學逐一介入研究對象的結果皆能看出明顯進步，顯示三名國小智能障礙學生的自我決策能力可立即提升。
二、撤除教學後對學生已習得的自我決策能力具維持的效果。
三、自我決策教學方案對國小智能障礙學生具有良好的社會效度。
整體上顯示自我決策教學方案具有良好學習成效及類化效果。
The primary purpose of the study was to explore the immediate, sustained and generalized effects of self-determination programs on elementary school students with mental retardation (MR). It employed the multiple probe designs of the single subject research framework. Participants consisted of three MR students, of which one was a first-grade TMR girl whereas the other two were 2nd and 3rd graders of boys with EMR and TMR respectively. While the only independent variable was self-determination programs, there were four dependent variables, involving self-awareness and independence, psychological empowerment, self-regulation and self-fulfillment. Experimental instruction came in three phases: baseline, intervention and retention involving 4 units and 30 sessions. The main study tool was referred to as the curriculum-based inventory, i.e., “the self-determination assessment worksheet.” Obtained data were processed in terms of visual inspection and C statistics. Major findings were as follows: A. Self-determination programs were offered to participants and ended up in obvious improvement of all the three participants in their self-determination power. B. The teaching outcome was retained after the withdrawal of intervention. C. Self-determination programs demonstrated acceptable social validity. Both the rating scale and interview supported the intervention outcome. Further discussion was addressed on the basis of the above findings and suggestions were proposed for practitioner and future researchers.
The primary purpose of the study was to explore the immediate, sustained and generalized effects of self-determination programs on elementary school students with mental retardation (MR). It employed the multiple probe designs of the single subject research framework. Participants consisted of three MR students, of which one was a first-grade TMR girl whereas the other two were 2nd and 3rd graders of boys with EMR and TMR respectively. While the only independent variable was self-determination programs, there were four dependent variables, involving self-awareness and independence, psychological empowerment, self-regulation and self-fulfillment. Experimental instruction came in three phases: baseline, intervention and retention involving 4 units and 30 sessions. The main study tool was referred to as the curriculum-based inventory, i.e., “the self-determination assessment worksheet.” Obtained data were processed in terms of visual inspection and C statistics. Major findings were as follows: A. Self-determination programs were offered to participants and ended up in obvious improvement of all the three participants in their self-determination power. B. The teaching outcome was retained after the withdrawal of intervention. C. Self-determination programs demonstrated acceptable social validity. Both the rating scale and interview supported the intervention outcome. Further discussion was addressed on the basis of the above findings and suggestions were proposed for practitioner and future researchers.
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自我決策教學方案, 國小學生, 智能障礙, 教學成效, Self-determination programs, elementary school students, Students with mental retardation, teaching effects