跳到主要內容

臺灣博碩士論文加值系統

(44.210.21.70) 您好!臺灣時間:2022/08/11 16:18
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:曾月照
研究生(外文):Yueh-Jaw Tzen
論文名稱:視覺提示策略對國小自閉症學生生活自理學習成效之研究
論文名稱(外文):The Effects of Visual-prompting Strategy onSelf-care Learning for Children with Autisum
指導教授:何素華 
學位類別:碩士
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:116
中文關鍵詞:視覺提示生活自理國小自閉症學生學習效果
外文關鍵詞:visual promptingself-careautismlearning effects
相關次數:
  • 被引用被引用:68
  • 點閱點閱:4455
  • 評分評分:
  • 下載下載:1034
  • 收藏至我的研究室書目清單書目收藏:14
本研究的目的在應用視覺提示策略,提示國小自閉症學生生活自理學習技能,並探討其實施成效。研究者以任教班級的一名自閉症學生為對象,採單一受試研究法之多探試跨行為設計模式來進行研究,實施為期十四週的教學實驗。結果顯示:
一、視覺提示策略對國小自閉症學生學習生活自理,具有良好的立即效
果。
二、視覺提示策略對國小自閉症學生學習生活自理,其類化效果,在洗手
技能可以類化到新情境,刷牙及如廁技能則類化效果不理想。
三、視覺提示策略對國小自閉症學生學習生活自理,具有良好的保留效
果。
This research applied visual prompting strategy to primary school children with autism in learning self-care, analized the effects. The researcher choses an autistic child in her class as the subject, and utilized a multiple-probe across behavior design of the Single-subject research method to carry out the teaching experiment for a period of 14 weeks. The results are as follows:
1.Visual prompting strategy applied to primary school children
with autism results in immediate and favorable effects in
learning.
2.Visual prompting strategy applied to primary school children
with autism can result some generalizational effects in
learning self-care.
3.Visual prompting strategy applied to primary school children
with autism results in positive retention effects in learning
self-care.
目 次
第一章 緒論……………………………………………………………… 1
第一節 研究動機與目的……………………………………………………1
第二節 研究問題……………………………………………………………4
第三節 重要名詞界定………………………………………………………4
第四節 研究限制……………………………………………………………6
第二章 文獻探討……………………………………………………………8
第一節 自閉症的特質與診斷………………………………………………8
第二節 生活自理的內涵與教學………………………………………….18
第三節 視覺提示策略的意涵與應用………………………………………29
第四節 視覺提示策略應用之相關研究……………………………………41
第三章 研究方法……………………………………………………………45
第一節 研究設計……………………………………………………………45
第二節 研究對象……………………………………………………………48
第三節 研究工具……………………………………………………………49
第四節 研究步驟……………………………………………………………52
第四章 結果與討論…………………………………………………………61
第一節 觀察者間一致性……………………………………………………61
第二節 生活自理之學習效果分析…………………………………………62
第三節 綜合討論……………………………………………………………69
第五章 結論與建議…………………………………………………………72
第一節 結論…………………………………………………………………72
第二節 建議…………………………………………………………………73
參考文獻………………………………………………………………………75
一、中文部份…………………………………………………………………75
二、英文部份…………………………………………………………………79
附錄……………………………………………………………………………91
附錄一 生活自理技能評量…………………………………………………91
附錄二 視覺提示圖卡(1- 32 )……………………………………………94
附錄三 家長同意書…………………………………………………………97
附錄四 教學單元活動設計…………………………………………………98
附錄五 教學單元學習單…………………………………………………101
附錄六 增強系統獎章累計表……………………………………………104
附錄七 家長回饋單………………………………………………………105
附錄八 專家效度評定……………………………………………………107
參 考 文 獻
一、中文部份
李淑貞譯(民86)。中重度障礙者有效教學法-個別化重要技能模式 (ICSM)。台北市:心理出版社。
王大延、曹純瓊(民86)。示範、時間延宕及提示對增進自閉症學童自發語言之成效研究。國科會專題研究計畫成果報告編號NSC86-2411-H-133-001。台北:中華民國行政院國家科學委員會
王大延、林嘉映、許惠茹(民89)。結構性教學對自閉症者之
職業訓練成效之研究。國科會專題研究計畫成果報告編號NSC89-2413-H-133-009。台北:中華民國行政院國家科學委員會。
宋維村(民81)。自閉症兒童輔導手冊。教育部第二次特殊兒童普查工作執行小組發行。
宋維村(民87)。自閉症學齡期兒童的情緒及人際互動問題及其處理(上)。牽引,第124期,8-10。
宋維村(民87)。自閉症學齡期兒童的情緒及人際互動問題及其處理(下)。牽引,第125期,1-4。
宋維村(民90)。自閉症的診斷與演進。載於2001自閉症工作坊,1-10,嘉義:嘉義基督教醫院。
杜正治譯(民83)。單一受試研究法。台北:心理出版社。(原著作出版日期:1984年)
何華國(民76)。系統化教學的實施方法。特教園丁,2(4),37-40
何華國(民79)。特殊兒童心理教育。台北:五南圖書出版社。
何素華(民84)國小智能不足兒童錢幣應用教學效果之研究。嘉義師院學報,9,561-598。
林坤燦(民81)。教導中重度智能不足兒童生活自理技能及其個別成效之分析。台灣師大心理與輔導學系,32 , 40-46。
林正文(民82)。兒童行為觀察與輔導-行為治療的輔導取向。台北:五南圖書出版社。
林寶山(民83)。特殊教育導論。台北:五南圖書出版公司。
施顯(民83)。情緒與行為問題。台北:五南圖書出版公司。
省立台南師範學院特殊教育系(民79):中重度啟智班生活教育教學活動設計。
南投縣政府(民80)。中重度障礙兒童貫通指導手冊。
倪志琳(民88)。結構教學法對學齡前自閉症兒童學習成效之研究。國立台灣師範大學特殊教育研究所,未出版博士論文。
教育部編印(民88)。特殊教育學校(班)國民教育階段智能障礙類課程。台北市:教育部。
教育部編印(民88)。身心障礙及資賦優異學生鑑定基準。教育部台北(88)特教字第八八o三一四四四號函修正。
教育部編印(民89)。特殊教育學校(班)國民教育階段智能障礙類課程-工作分析模式。台北市:教育部。
國立彰化師範大學編輯(民85)。啟智班生計教育教材日常生活技能。台北:教育部。
莊妙芬(民86):智能障礙兒童與自閉症兒童口語表達能力之比較研究。特殊教育與復健學報,5期,1-35。
張正芬、吳淑敏(民87)。自閉症兒童診斷評量系統-生活自理評量表。台北:國立台灣師範大學特殊教育學系。
張正芬(民89)。自閉症兒童診斷評量系統-增強物調查表。台北:國立台灣師範大學特殊教育學系。
張正芬(民90)。自閉症學生的特色及學習特點。載於2001自閉症學生體育教學研習會,22-24,台北:國立台灣師範大學體育研究與發展中心。
張倍莉(民88)。身心障礙及資賦優異學生鑑定原則鑑定基準說明手冊。台北:國立台灣師範大學特殊教育學系。
徐享良(民75)。修訂適應行為量表使用手冊。彰化:國立彰化師範大學特殊教育學系。
陳台瓊(民89)。活動目錄課程對國中中重度智能障礙學生學習成效之研究。國立台灣師範大學特殊教育系研究所,未出版碩士論文。
陳榮華(民78)。代幣增強方案對教導中重度智能不足兒童生活自理技能成效之研究。台灣師大心理與輔導學系,22 , 49-98。
陳瓊瑜(民84)。中重度智能不足兒童生活自理能力訓練方法。南投文教,8,29-35。
陳冠杏(民87)。台北市國小普通班自閉症學生學校適應與學校支持系統之狀況調查。國立台灣師範大學特殊教育研究所,未出版碩士論文。
陳訓祥(民87)。智障者父母學習需求及其相關因素之研究。國立彰化師範大學特殊教育研究所,未出版博士論文。
曾意清(民88年12月13日)。運用視覺的結構來輔助學習。國語日報,13。線上檢索日期:民國89年11月27日。網址:
http://specdu.tkblind.tku.edu.tw/publish/pub003.htm
曹純瓊(民83)。自閉症兒童與教育治療。台北市:心理出版社。
鳳 華 (民89)。自閉症教育,輯於新特殊教育通論(pp.335-368)。台北:五南圖書出版公司。
劉鴻香(民74)。傅若斯蒂視知覺動作測驗修訂。台北:台北師專學報第八期抽印本,特教中心印行。
蔡麗仙(民79)。國中輕度智能不足學生日學生活技能學習效果之研究。國立彰化師範大學特殊教育研究所,未出版碩士論文。
蔡阿鶴(民80)。智能不足兒童生活自理技能的輔導。國小特殊教育,11,96-102。
盧台華(民83)。啟智教育教師手冊。台北市:國立台北師範學院特教中心。
應小端譯,Temple Grandin著(民88),星星的孩子(pp.177-189)。台北市:天下遠見出版有限公司。
二、英文部份:
American Psychiatric Association(1994). Diagnostic and statistical manual of mental disorder (4th ed.). (DSM-IV). Washington, DC: Author.
Cipani, E. (1988). Functional skills and behavioral technology: Identifying what to train and how to train it. Child & Youth Services , 10(2) , 83-103.
Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22(3),275-285.
Connis, R.T.(1979). The effects of sequential pictorial cues, self-recording, and praise on the job task sequencing of retarded adults. Journal of Applied Behavior Analysis, 12(3),355-361.
Cooper, J.O., Heron, T.E., & Heward, W.L(1987) Applied Behavior Anlysis. Columbus, ohio: Bell & Howell Compary.
Clark, G.M.(1974). Career education for the mildly handicapped. Focus on Exceptional Children, 5(9) , 1-10.
Clark, G.M., Field , S., Patton, J., Brolin, D. & Sitlington, P. (1994). Skill instruction: A necessary component for all students with disabilities. Career Development for Exceptional Individuals, 17(2) , 125-134.
Cronin, M. E., Lord, D. & Wendling, K. (1991). Learning for life:The lifrskills curriculum. Intervention in School and Clinic, 26 , 306-311.
Dettmer,Simpson,Myles & Ganz,(2000) The use of Visual Supports to Facilitate Transitions of students with Autism. Focus on autism and other developmental disabilities,15,
163-169.
Edgar, E. (1988). Employment as an outcome for mildly handicapped students: Current status and future direction. Focus on Exceptional Children , 21(1) , 1-8.
Fisher, M.K.(1984). Vocational assembly skills using isometric projection exploded view assembly drawings for mentally handicapped students.Education and Training of the Mentally Retarded, 19(4),285-290.
Frank., A., Wacker, D., Berg, W., & McMahon, C. (1985). Teaching selected microcomputer skills to retarded students via picture prompts. Journal of Applied Behavior Analysis, 18, 179-185.
Gaule, K., Nietupski, J., & Certo, N. (1985). Teaching supermarket shopping skills using and adaptive shopping list. Education and Training of the Mentally Retarded, 20(1), 53-59.
Grandin, T. (1995). The learning style of people with autism: An autobiography. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (p. 33-52). New York: Delmar.
Gray, C.A., & Garand, J. D.(1993). Social stories: Improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.
Gregory S, Krantz, P.J., MacDuff, M. T., & McClannahan, L.E. (1993). Teaching children with autism to use photographic activity schedules:maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
Groden,J.,& LeVasseur,P.(1995). Cognitive Picture Rehearsal: A system to teach self-control. In K. A. Quill (Ed.), Teaching children with autism. Strategies to enhance communication and socialization (pp.287-306). Albany, NY:Delmar.
Haring, T.G., Kennedy, C.H., Adams, M.J., & Pitts-Conway, V.(1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20(1),89-96.
Hastings, F. L., Raymond, G. & McLaughlin, T. F. (1989). Speed counting money: The use direct instruction to train learning disabled and mentally retarded adolescents to count money efficiently. British Columbia Journal of Special Education, 13(2) , 137-146.
Haugen, M. J. (1994). Programs that teach, review, and reinforce basic life skilld. Intervention in School & Clinic, 29(3) , 184-187.
Hodgdon, L. Q. (1995). Solving social--behavioral problems through the use of visually supported communication. In K. A. Quill (Ed.), Teaching children with autism: Strategies to enhance communication and socialization (pp. 265-286). New York: Delmar.
Heflin, L. J. & Simpson, R. L. (1998). Interventions for children and yourth with autism: Prudent choices in a world of exaggerated claims and empty promises. Part 1: Intervention and treatment options review. Focus on Autism and Other Developmental Disabilities, 13, 194-211.
Hermelin,B., & O’Connor, N.(1970). Psychological experiments with autistic children. Oxford: Pergamon.
Hodgdon, L. Q. (1991). Solving behavioral problems through better Autism socity of America Conference Propceeding
(pp.212-214).Indianapolis,IN:ASA. communication strategies.
Hunt,P.,Alwell,M.,&Goetz,L.(1993). Teaching conversational skills to individuals with severe disabilities with a communication book adaptation: Instructional handbook. San Francisco: San Francisco State University.
Jitendra, A. & Nolet, V. (1995). Teaching how to use a check register:Procedures for instruction sellection and design. Intervention in School & Clinic,31(1),28-44.
Johnson, B., & Cuvo, A. (1981). Teaching mentally re-tarded adults to cook. Behavior Modification, 5, 187-202.
Kanner, L.(1943). Autistic disturbances of affective contact. Nervous Child, 2, 217-250
Kuder, S.J.(1997). Teaching Students with language and communication disabilities. Needham heights, MA:Allyn and Bacon.
Kutter, S., Myles, B. S., & Carlson, J.K. (1998). The use of social stories to reduce precursors to tantrum behavior in a student with autism. Focus on Autism and Other Developmental Disabilities, 13, 176-182.
Krantz, P.J., MacDuff, M. T., & McClannahan, L.E. (1993). Programming participation in family activities for chil-dren with autism: Parents'' use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137-138.
Lewis, K. & Taymans, J. (1992). An examination of autonomous functioning of adolescents with learning disabilities. Career Development for Exceptional Individuals, 15 , 37-46.
Lignugaris/Kraft, B., McCuller, G. L., Exum, M., & Salzberg, C.L. (1988). A review of research on picture reading skills of developmentally disabled individuals. The Journal of Special Education, 22(3), 297-329.
Lord C. & Paul R..(1997). Language and Communication in autism. In D.J. Cohen & F. R.. Volkmar (Eds), Handbook of autism and pervasive developmental disorders (2 nd ed.). (pp.195-265). New York: John Wiley & Sons, INC.
MacDuff, G. S., Krantz, P. J., & McClannahan, L. E.(1993). Teaching children with autism to use photo-graphic activity schedules: Maintenance and generaliza-tion of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97.
Martin, J.,Rusch, F.,James,V.,Decker, P, & Trtol, K.(1982). The use of picture cues to establish self-control in the preparation of complex meals by mentally retarded adults. Applied Research in Mental Retardation, 3, 105-119.
Martin, J.E., Elias-Burger, S., & Mithaug, D.E. (1987). Acquisition and maintenance of time-based task change sequence. Education and Training of the Mentally Retarded, 22(4), 250-255.
Martin, J.E., Mithaug, D.E., & Burger, D.L. (1990). Effects of visual cues upon the vocational task performance of students with mental retardation. Exceptionality, 1(1), 41-59.
Martin,J.E.,&Rusch,F.R(1987)Use of the partial-sequential withdrawal design to assess maintenance of mentally retarded adults’acquiredmealpreparationskills. Research in Developmental Disabilities, 8(3), 389-399.
Martin,E. J., Mithaug,E. D.,& Frazier,S.E.,(1992).Efects of Picture Referencing on PVC Chair, Love Seat, and Sette Assemblies by Students With Mental Retardation. Research in Developmental Disabilities, 13, 267-286.
Matson,J. L., Smalls,Y., Hampff, A., Smiroldo, B.B. & Anderson, S.T. (1998). A comparison of behavioral techniques to teach functional independent-living skills to individuals with severe and profound mental retardation. Behavior Modification, 22(3), 298-306.
McClannahan, L. E., Krantz, P. J., & McGee, G. G. (1982). Parents as therapists for autistic children: A model for effective parent training.Analysis and Intervention in Developmental Disabilities, 2, 223-252.
Mesibov, G.B., Schopler, E., & Hearsey, K.A. (1994), structure teaching. In E. Schopler & G.B. Mesibov (Eds.) Behavioral issues in autism (pp.195-207) New York: Plenum Press.
Minskoff, E. H., Sautter, S.W., Sheldon, K.L., Steidle, E.F. & Baker, D. P. (1988). A comparison of learning disabled adults and high school students. Learning disabled adults and high school students. Learning Disabilities Research, 3(2), 115-123.
Moor, S.C., Agran, M. & McSweyn, C.A. (1990). Career education : Are we stayting early enough? Career Development for Exceptional Individuals, 13 , 95-108.
Pierce, K., & Streetman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471-481.
Popvich, D.(1981). A presuriptive Behavioral Checklist or the Severely and profoundly Retarded Volume Ⅱ. Maryland. Baltimore: University Park Press.
Prizant, B. M., & Schuler, A. L. (1987). Facilitating communication: Theoretical foundations. In D.J. Cohen & A. M. Donnellan (Eds.) Handbook of autism and pervasive developmental disorders (pp.289-300). New York: John Wiely & Sons.
Quill, K. (1991). Methods to enhance student learning, communication and self-control. Proceedings of the Autism Society of America Conference (pp.129-134). Indianapolis, IN: ASA.
Quill, K. (1992, July). Enhancing pragmatic development in verbal students with autism. Paper presented at the annual meeting of the Autism Society of America, Albuquerque, New Mexico. File://A:\visually cues.files\fulltext.htm
Quill,K.(1994).Using pictographic symbols in the communication training of nonverbal preschoolers with autism. Manuscript submitted for publication.
Quill, K. A. (1995). Visually cued instruction for children with autism and pervasive developmental disorders. Focus on Autistic Behavior, 10(3), 10-20.Retrieved Jannuary 14, 2001, from EBSCO database on the World Wide Web: http://www,ebsco.com
Robinson-Wislon, M.A. (1977). Picture recipe cards as an approach to teaching severely and profoundly retarded adults to cook. In M.E. Snell (Ed.), Systematic instruction of the moderately and severely bandicapped (pp.69-73). Columbus, OH:Merrill.
Roessler , R.T., Brolin , D.E. & Johnson , J.M. (1990) . Factors affecting employment success and quality of : A one year follow-up of students in special education. Career Development for Exceptional Individuals , 13 , 95-107.
Roessler, R. T. & Lewis, F.D. (1984). Conversation skill training with mentally retarded and learning disabled sheltered workshop students. Rehabilitation Counseling Bulletin, 27 , 161-171.
Rosenblatt,J.,Bloom,P.,& Koegel, R.L. (1995). Overselective responding: Description, implications, and intervention. In R.L. Koegel & L.K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp.33-42). Baltimore, MA: Paul H. Brooks.
Schopler, E., Mesibov, G.B., & Baker, A. (1982).evaluation of treatment for autistic children and their parents. Journal of the AMERICAN academy of Child Psychiatry, 21,262-267.
Schopler, E., (1997). Implementation of TEACCH Philosophy. In D.J.Cohen & F. R.. Volkmar (Eds), Handbook of autism and pervasive developmental disorders (2nd ed.). (pp.767-795). New York: John Wiley & Sons, INC..
Sowers, J., Rusch, F., Connis, R., & Cummings, L. (1980). Teaching mentally retarded adults to time-manage in a vocational setting. Journal of Applied Behavior Anal-vocational setting. Journal of Applied Behavior Anal-ysis, 13, 119-128.
Sowers, J.A., Verdi, M., Bourbeau, P., & Sheehan, M. (1985). Teaching job independence and flexibility to mentally retarded students through the use of a self-control package. Journal of Applied Behavior Analysis, 18(1),81-85.
Sitlington, P. L. (1981). Vocational and special education in career programming for the mildly handicapped adolescent. Exceptional Children, 47 , 592-599.
Simpson, R.L., & Myles,B.S.(1998). Aggression among children and yourth who have Asperger''s syndrome: A different population requiring different strategies.Preventing School Failure, 42(4),149-153.
Teigerman, E. (1993). Autism: Learning to communicate. In D. Bernstein & E. Teigerman(Eds.),Language and communication disorders in children (pp.432-481).New York: Macmillan.
Thinesen, P. J., & Bryan, A. J. (1981). The use of se-quential pictorial cues in the initiation and maintenance of grooming behaviors with mentally retarded adults. Mental Retardation, 19, 247-250.
Volkmar, F.R.,Klin,A.,& Cohen,D.J.(1997).Diagnosis and classification of autism and related conditions: Consensus and issues. In d.j. Cohen & F.R.. Volkmar (Eds), Handbook of autism and pervasive developmental disorders (2 nd ed.).(pp.5-40). New York:John Wiley & Sons, INC..
Wacker, D., & Berg, W. (1983). Effects of picture prompts on the acquisition of complex vocational tasks by men-tally retarded adolescents. Journal of Applied Behavior Analaysis, 16, 417-433.
Wacker, D., & Berg, W. (1984). Training adolescents with severe handicaps to set up job tasks independently using picture prompts.Analysisand Intervention in Devel-opmental Disabilities, 4, 353-365.
Wacker. D.P.,Berg, W.K., Berrie, p., & Swatta, P. (1985). Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training. Journal of Applied Babavior Analysis, 18, 329-336.
Watkins, L. T., Sprafkin, J.N., & Krolikowski, D.M. (1990). Effects of video based training on spoken and signed language acquisition by students withmental retardation. Research in Developmental Disabilities, 11(3), 273-288.
Wehman, P., Renzaglia, A., & bates, P.(1985).Functional live skills for moder-ately and severely handicapped individuals Autisn, TX:Pro-ed, Inco.
Wilson, P.G., Schepis, M.M., & Mason-Main, M.(1987). In vivo use of picture prompt training to increase independent work at a restaurant. The Journal of the Association for Persons With Severe Handicaps, 12(2),145-150.
Wimmer, D. (1981). Functional learning in the secondary schools. Exceptional Children, 47 , 610-617.
wolfberg,P.,& Schuler,A.(1993).Integrated play groups:A model for promoting the social and cognitive dimensions of play. Journal of Autism and Developmental Disorders,23,1-23.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top