研究题目：.doc

研究題目：關於智能障礙學童研究

五篇文獻 ＆ 一篇心得

班級：幼二A 姓名：傅郁婷

學號：97437111

第一篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

智能障礙學童含手行為的介入研究 唐榮昌(J-C Tang) 新竹教育大學學報

本研究以功能評量及功能分析的方式來找出一位重度智能障礙學童含手行為的功能，並根據該行為的功能去發展適當的介入方案，以減少此行為，共有四個子研究：研究一，使用描述分析來瞭解含手行為的可能功能。研究二、以類似功能分析，從操弄四種情境來分析含手行為的功能。研究三，以感官的功能分析，從五種感官遮蔽的情境，來瞭解含手行為特定的感官後果。研究四，根據功能分析的結果設計適當的功能溝通訓練，以跨情境的多基準線設計來檢視此溝通方案的實施成效。研究結果顯示，該位學童的含手行為與多重增強的功能有關：有時可能是為了自我感官的刺激；有時可能是為了逃避他人的要求而形成。特定感官的分析發現，此位學童的含手行為與手部觸覺的自我刺激有關。最後實驗顯示，功能溝通訓練的教導可減低含手行為的頻率。 The purposes of this study were to explore what kinds of functions serve to maintain the student's

hand-mouthing and to develop appropriate intervention plan based upon the functional analyses. One student with severely mental retardation who displayed lots of hand-mouthing responses participated in this study. The current study included four experiments that functionally analyzed hand-mouthing behavior. Descriptive analyses were used in Experiment 1 to assess possible functions of the student's mouthing behavior. An analogue functional analysis consisted of Demand, Alone, Social, and Play condition was conducted in Experiment 2 to detect the function of the student's hand-mouthing. Functional analyses of sensory modalities were further used in Experiment 3 to find out specific sensory consequences which might control the student's hand-in-mouth behavior. Finally, functional communication training developed from prior analyses was conducted in Experiment 4 to test specific hypotheses regarding the operant functions of mouthing behavior. Results showed that sensory and negative social reinforcements might contribute to maintain such aberrant behavior. The specific sensory source of hand-in-mouth in this student was derived from hand stimulation. Furthermore, functional communication training could be successfully taught to reduce such aberrant behavior in the Alone and Demand conditions, respectively.

智能障礙,含手行為,類似功能分析,功能溝通訓練;mental retardation,hand-mouthing,functional communication training,functional analysis 學科別>社會科學>教育學

第二篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

使用功能性溝通訓練來減低多重障礙學童的固著行為 唐榮昌(Jung-Chang Tang) 臺中教育大學學報：教育類

本研究共有三個子研究，採功能分析的方法，試圖找出影響一位多重障礙學童固著行為(stereotypy)的原因，再進行適當的功能溝通訓練。研究一、以類似功能分析(analogue functional analysis)從操弄四種情境，來分析該學童固著行為的功能是社會正增強、社會負增強、或感官增強所造成的。結果顯示：感官的增強是學童反覆固著行為的主要原因之一。研究二、進一步地分析造成該學童固著行為的感官型態，結果顯示：觸覺感官後果與固著行為有關。研究三、先進行偏愛物的評量，再以功能溝通訓練教導該學童以手勢來表達需求，以此對固著行為進行介入。研究顯示：功能溝通訓練可以增加該學童的溝通能力，並可有效地降低其固著行為的次數。

The current study included three experiments that functionally analyzed one student's stereotypic behavior. An analogue functional analysis was used in Experiment 1 to detect the function of the student's stereotypy which might be maintained by negative social reinforcement, positive social reinforcement, or sensory reinforcement. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the possible sensory consequences causing the student's stereotypy. Functional communication training (FCT) developed from prior functional analyses and preference assessments was employed in Experiment 3 to test specific hypotheses regarding the operant functions of stereotypic behavior. Results of the present study demonstrated sensory consequence was one determinant of stereotypy in this student. The specific function of this student's stereotypic behavior might be maintained by tactile stimulation. Furthermore, FCT could be successfully taught to increase the student's communication ability and to decrease his stereotypic behavior.

功能溝通訓練,固著行為,功能分析,多重障礙;functional communication training,stereotypic,functional analysis,multiple disabilities 學科別>社會科學>教育學

第三篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

電腦輔助教學於國小輕度智能障礙學生錢幣使用技能之影響 侯禎塘(Chen-Tang Hou);張競文(Jing-Wen Chang) 臺中教育大學學報：教育類

本研究旨在探討電腦輔助教學在國小輕度智能障礙學生錢幣使用技能訓練之影響。研究對象為兩名國小輕度智能障礙學生，研究設計採單一受試實驗的跨行為多探試設計，自變項為電腦輔助教學之錢幣使用技能訓練，依變項為錢幣使用技能之表現，共進行九週，每週三次之教學活動。本研究以視覺分析法及C統計進行資料分析，以瞭解電腦輔助教學對兩名受試者錢幣使用技能學習之效果。本研究之結果摘要如下：一、整體而言，受試甲乙在各單元之錢幣使用技能正確率與基線期相較，平均增進了70%、80.8%、80%，顯示電腦輔助教學對兩位國小輕度智能障礙學生之錢幣使用技能具有良好的立即效果。二、整體而言，受試甲乙在各單元保留期之錢幣使用技能正確率與處理期相較，增進了13.3%、14.2%、11.3%，顯示電腦輔助教學對兩位國小輕度智能障礙學生之錢幣使用技能具有良好的保留效果。三、整體而言，受試甲乙在各單元類化期之錢幣使用技能正確率與處理期相較，增進了11.7%、6.2%、2.5%，且皆達本研究預定之評量標準。此外，二位受訪家長亦指出個案目前已有實際購買物品之能力。顯示電腦輔助教學對兩位國小輕度智能障礙學生之錢幣使用技能具有良好的類化效果。

The purpose of this study was to investigate the effects of using CAI to train the skill of using money for two elementary school students with mild mental retardation. The multiple-probe across behavior design was utilized in this study. The independent variable of this study was using computer-assisted instruction to train the skill of using money and the dependent variable was the behavior of the skill of using money. The teaching experiment lasted for consecutive 9 weeks and it was conducted 3 times a week. Visual analysis and the C statistic were used to analyze the effectiveness. Results of this study were summarized as follows: 1. As a whole, compared to the baseline period, the accuracy of using money being taken by students A and B was increased 70%, 80.8% and 80% in treatment period. The results indicated that there were good immediate effects. 2. As a whole, compared to the treatment period, the accuracy of using money being taken by students A and B were increased. 13.3%, 14.2% and 11.3% in maintaining period. The results indicated that there were good long-term effects. 3. As a whole, compared to the treatment period, the accuracy of using money being taken by students A and B were increased 11.7%, 6.2% and 2.5% in generalized period. These results all reached the prediction of this study. Parents also indicated that their children were capable to buy things right now.

電腦輔助教學,輕度智能障礙,錢幣使用技能;Computer-Assisted Instruction,Mild Mental Retardation,Using Money 學科別>社會科學>教育學

第四篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

合作式電腦輔助教學對國小智障兒童實用語文學習成效之研究 裘素菊(Su-Chu Chiu) 花蓮師院學報(教育類)

本研究旨在探討合作式電腦輔助教學對國小智障兒童實用語文學習之成效。研究方法採單一受試法之逐變標準設計。以自行設計之實用語文內容為教學單元，並使用T33互動式測驗評量學習系統為教學平台，建構教學版面；本研究分四個階段進行實驗教學，每階段的教學內容包括一位老師、二位同學、一位家長的圖像、聲音、影像和文字四種不同的格式；並且施以圖像對圖像、圖像對文字、聲音對圖像、文字對文字、以及聲音對文字的教學及評量方式，最後讓受試者有能力聽到聲音指認出文字。研究對象以北縣某國小三名中重度智能障礙學生為樣本。三名受試者分別接受三次學習之前測作為基準點；再接受每星期四天，每天四十分鐘之合作學習模式電腦輔助教學，共計八週；每階段皆進行形成性評量、學習後之測驗及最後學習保留測驗三次。本研究獲得以下六點結論：一、利用合作式電腦輔助教學對國小中重度智障兒童在實用語文一圖像、聲音、文字之習得有顯著成效，並具學習保留效果。二、合作式電腦輔助教學對國小智障兒童之人際瀚甬萬動具有正面效果。三、合作式電腦輔助教學相對一對一電腦輔助教學更省時省力及符合經濟效益。四、以視訊短片拍攝人物影像對國小智障兒童能引起其高昂的學習動機與興趣。五、情境式的遊戲教學能刺激國小智障兒童聽音、仿讀、想像及語言的表達。六、 T33的遙控器對國小智障兒童「手眼協調」訓練有正面作用。

The purposes of the study were to examine the collaborative learning performance in Chinese for elementary school students with moderate and severe mental retardation(MR) by using Computer Assisted Instruction (CAI). This study uses the changing criterion design of the single subject research method. Unlimiter T33 which is an interactive multimedia development tool and invented by Assistive Technology Engineering Lab, Taiwan, was used as teaching platform. The study recruited three students with moderate and severe mental retardation from the elementary school's special education class in Taipei County. In experiment teaching phase, the researcher designed a 4-stage Chinese teaching unit. The participants in each stage needed to recognize color pictures (including the picture of the teachers, classmates, and parents) at 100 % accuracy as well as to 75 % accuracy in Chinese vocabulary. The experimental teaching included formative evaluation and learning preservation tests. The results of the study finding are as follows: 1. The students with mental retardation have shown significant effectiveness on the acquisition and learning preservation of picture, voice, and Chinese vocabulary for students MR by using CM teaching method. 2. Collaborative computer-based learning has promoted positive effects on mutual communication among students with mental retardation. 3. CAI collaborative teaching has many benefits for students with mental retardation, such as timesaving and more effective as compare to one-on-one CM teaching. 4. The video clip promoted mentally retarded student's motivation and interest in leaning. 5. Situational game showed the participants having better performance in listening, speaking, reading, and expression of Chinese. 6. The remote controllers of T33 had showed significant positive impact on the students' hand-eye coordination.

電腦輔助教學,電腦合作學習,智能障礙,T33互動式測驗評量學習系統;CAI,Computer-based collaborative learning,Unlimiter T33,Mental retardation 學科別>社會科學>教育學

第五篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

智能障礙類教師實施“性別平等教育”現況之初探－以花蓮地區為例 黃榮真(Yung-Chen Huang) 花蓮教育大學學報（教育類）

本研究旨在探討花蓮地區國小、國中、高職各階段之智能障礙類特殊學校及一般學校智能障礙班級共計41位教師，在執行性別平等教育之異同情形。研究者根據訪談結果統整各階段智能障礙類特殊教育教師輔導智能障礙學生曾出現的兩性相關問題，也進一步分析教師對「性別平等教育課程」各子題重要程度之看法；本研究採取自編半結構式訪談題綱進行研究，而所獲得的資料採用質性分析加以處理。主要研究結果發現：所有智能障礙類教師贊成實施性別平等教育，兩類安置型態的國小智障學生最頻繁狀況是對於兩性之問界限並不清楚，國中則是兩性之問常出現不當的親密表達或觸碰，高職智障學生是交友問題；最棘手的問題是國小智能障礙班級學生問會有侵犯他人身體的行為舉止，六成智能障礙類特殊學校國小部教師提及智障同儕問會出現不當的行為模仿，國中則是與異性身體親密接觸之後續問題處理，高職智障學生是受到性侵害的問題處理，全部受訪教師共同曾實施的相關課程內容有自我保護之基本技能、如何與異性相處，一般學校智能障礙班級教師表示學生對此課程內容極有興趣；而智能障礙類特殊學校學生則依認知程度出現兩極化的反應，高功能者較熱絡，低功能者反應較不明顯，教學資源需求有課程教材、教具模型、相關網站、教學錄影帶及光碟等，「身體自主權」、「性別之問的關係與互動」是「性別平等教育課程」前兩項重要的子題，所有智能障礙類教師認為智障學生之教學內涵必須更具體化、生活化、系統化、重複化。研究者再依據上述研究結果，針對相關單位與未來研究方向提出具體可行之建議。

The main purpose of this study is to explore the implementation of gender equity education by intellectual disabilities type teachers in Hualien area. Data was collected by interviewing 41 teachers from intellectual disabilities school and intellectual disabilities class. Semi-structured interview guidelines were designed by the researcher for this study. The collected data was analyzed by qualitative research method. The main findings include: (1) All intellectual disabilities type teachers supported the implementation of gender equity education. (2) Two types teachers agreed that the most frequently encountered situation are dating with the opposite sex. Elementary intellectual disabilities students did not understand the boundary between genders. Inadequate body content often occurred for junior high school students. The most difficult problem for vocational high school intellectual disabilities students were the sexual abuse. (3) The implemented curriculum included self-protection and communication with the opposite sex. (4) Intellectual disabilities classes teachers pointed out that students were interested in these topics. The response of intellectual disabilities school students depended on their cognition degree. (5) Needed teaching resources included video, VCD, books, teaching tools and web sites. (6) All of the teachers agreed that body autonomy and gender relationship are the top two important sub-topics. (7) All teachers agreed that physical, living, systemic, repeatable styles are important for the teaching contents. Based on the findings, several suggestions for the related agency and the future research were made.

性別平等教育,性別平等教育課程,智能障礙學生;gender equity education,gender equity education curriculum,intellectual disabilities students 學科別>社會科學>教育學

第六篇

篇 名 作 者 刊 名 摘要

關鍵詞 CEPS分類

國小階段智能障礙學生社會技能教學成效之研究 王欣宜(Hsin-Yi Wang) 臺中教育大學學報：教育類

本研究主要目的在探討智能障礙學生經過以王欣宜、陳文香、陳秋妤、黃薇如、廖釧如(2006)所編製的社會技能課程進行教學實驗後，實驗組學生在整體社會技能及各單元社會技能之表現情形是否有顯著進步。本研究採不等組實驗設計，以國小九名資源班輕、中度智能障礙學生爲實驗組，另九名輕中度智能障礙學生爲控制組，實驗組的學生進行「接受他人的批評」、「面對別人的嘲笑或憤怒」、「處理同儕給的壓力」、「主動尋求協助」、「解決問題」、「了解他人的感受」、「輪流發言」、「稱讚他人」、「批評他人」、「爲自己的行爲道歉」等10個單元，每週2節課（2次），爲期20週的社會技能教學。教學實驗結果顯示：學生整體社會技能表現有進步，在各教學單元方面，「稱讚他人」、「了解他人感受」、「接受他人批評」、「處理同儕給的壓力」等單元有顯著的進步，研究者根據研究結果提出相關建議。

The study was conducted to examine the performance of social skills teaching for elementary school students with mental retardation. With the nonequivalent pretest-posttest designs, this study was carried out through two groups: an experimental group and a control group both composed of 9 students from the special education class. This program took totally 20 weeks in which 10 units about teaching social skills were provided. As regards the result of learning, effects of teaching as a whole, the students have shown their excellence in learning social skills. The students' performance is excellent in four units like, \"praising others\\"understanding others' feelings\were made according to the results.

社會技能,智能障礙,融合教育;Social Skills,Inclusion Education,Mental Retardation 學科別>社會科學>教育學

心得：

現今對於特殊教育（智能障礙…等）學童，日漸給予越來越多的關注與愛護，

不管是在行為研究方面上或是福利制度上，當然在教育方面也是希望藉著輔助教學，能讓特殊學童可以接受到良好完善的教育和照顧。

在這次教育研究法的課程作業，要查詢五篇期刊文獻的資料，讓我知道智障學童有些含手行為，而這樣的行為又和什麼因素有關係呢，從期刊的介入研究中說明與多重增強的功能有關，而最後實驗顯示，功能溝通訓練是可以教導減低含手行為的頻率。 另外也有使用功能性溝通訓練減低多重障礙學童固著行為的研究期刊，顯示出觸覺感官後果與固著行為有關，而且功能溝通訓練是可以增加該學童的溝通能力，並有效地降低其固著行為的次數。也有像是電腦輔助教學對於智能障礙學生影響的研究，或像合作式電腦輔助教學對智障兒童實用語文學習的研究，還有對智能障礙學生實施性別平等教育、智能障礙學生社會技能教學的研究。

這些研究都讓我覺得對一些有特殊教育需求的學童有很好的幫助，對於一些行為做過研究、有記錄觀察，相信往後智能障礙學童一定可以發展的更好，學習上也能夠事半功倍。

因為這堂課而學會了如何更善加利用圖書館的資源，知道及了解查詢電子期刊的方式也漸漸得心應手，我想也是一大收穫吧。