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研究生:簡薀宜
研究生(外文):Chien,Yun-Yi
論文名稱:單一嘗試教學法應用在增進國中中度智能障礙學生互動性語言行為之探討
論文名稱(外文):The Effects of Discrete Trial Teaching on the Intra-Verbal Behaviors of a Junior High School Student with Moderate Mental Retardation
指導教授:周天賜周天賜引用關係
指導教授(外文):Chou ,Tien-Suze
學位類別:碩士
校院名稱:國立臺北教育大學
系所名稱:特殊教育學系碩士班
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:95
語文別:中文
論文頁數:157
中文關鍵詞:單一嘗試教學法互動性語言行為中度智能障礙學生
外文關鍵詞:Discrete Trial TeachingIntra-Verbal BehaviorThe Student with Moderate Mental Retardation
相關次數:
  • 被引用被引用:5
  • 點閱點閱:1020
  • 評分評分:
  • 下載下載:419
  • 收藏至我的研究室書目清單書目收藏:3
摘要
本研究主要目的在探討國中中度智能障礙學生在接受單一嘗試教學法後,其增進學生在買東西、出去玩、下課活動等互動性語言行為之學習成效與類化成效。研究對象為台北縣某國中啟智班三年級一名中度智能障礙的學生。實驗設計採用單一受試研究法中的跨行為多探試設計。自變項為單一嘗試教學法,依變項為學生互動性語言行為學習成效及教學者類化之成效。研究結果如下:
1.單一嘗試教學法對提升國中中度智能障礙學生互動性語言行為能
力具有良好成效,學生在回答與詢問項目談話內容正確率均提升。
2.單一嘗試教學法對提升國中中度智能障礙學生互動性語言能力之
類化有效果(教學者類化)。
除此,參與教師、家長、同儕皆肯定單一嘗試教學法對增進國中中度智能障礙學生互動性語言行為之教學成效,該教學法對個案在社會互動、語言及問題行為的改變亦有正面影響。
Abstract

The purpose of this study is to investigate the effects of Discrete Trial Teaching on learning the intra-verbal behaviors regarding language use and verbal generalization toward different speakers among the three main areas: shopping, traveling, and social interacting during recess at school. The participant is a third-grade junior high school student with moderate mental retardation from a special education class in Taipei County. The multiple probes across behaviors of the single subject have been used in this study. The independent variable is the Discrete Trial Teaching and the dependent variables are the learning effects of intra-verbal behaviors and the generalization effects of talking with different speakers. The results are as the followings:
1. The positive effects of the Discrete Trial Teaching conducted on the student with moderate mental retardation have been found. The student’s intra-verbal behaviors have been improved. Also, the rates of the student’s correct inquiries and answers based on certain circumstances have been increased.
2. The positive effects of the Discrete Trial Teaching conducted on the student’s verbal generalization toward different speakers have also been found in this study.

In addition, the student’s teachers, parents, and peers have the same positive attitude toward the Discrete Trial Teaching on learning intra-verbal behaviors. It’s also proved to be beneficial to improve the student’s social interaction, language use and problem behavior solving skills.
目 次
第一章 緒論 …………………………………………………1
第一節 研究動機 …………………………………………………1
第二節 研究目的與待答問題 ……………………………………5
第三節 名詞釋義 …………………………………………………7

第二章 文獻探討……………………………………………………9
第一節 智能障礙學生的語言特質與教學 ………………………9
第二節 單一嘗試教學法的原理與涵義…………………………17
第三節 單一嘗試教學法與身心障礙學生語言教學之相關研究
…………………………………………………………31

第三章 研究方法 ………………………………………………43
第一節 研究對象…………………………………………………43
第二節 研究設計…………………………………………………48
第三節 研究工具…………………………………………………58
第四節 教學設計…………………………………………………61
第五節 研究程序…………………………………………………66
第六節 資料處理與分析…………………………………………69

第四章 結果與討論…………………………………………73
第一節 互動性語言行為的學習成效…………………………… 73
第二節 互動性語言行為類化成效……………………………… 86
第三節 其他資料分析…………………………………………… 93
第四節 綜合討論………………………………………………… 102

第五章 結論與建議 ………………………………………107
第一節 結論 ………………………………………………………107
第二節 建議 ………………………………………………………108

參考書目
中文部份 …………………………………………………………112
西文部份 …………………………………………………………113


附錄
附錄一 小珊語言樣本分析 ……………………………………119
附錄二 互動性語言教學紀錄表 ………………………………127
附錄三 個案活動描述表 ………………………………………133
附錄四 教師訪談提綱..…………………………………………134
附錄五 家長訪談提綱..…………………………………………135
附錄六 同儕訪談提綱……………………………………………136
附錄七 主題式談話教學程序檢核表……………………………137
附錄八 互動性語言行為(各單元)課程設計圖..……………138
附錄九 詞彙分類練習單…………………………………………141
附錄十 字詞聯想活動作業單……………………………………142
附錄十一 關連詞組聯想作業單……………………………………143
附錄十二 句子串聯作業單…………………………………………144
附錄十三 各單元答句、問話之單一嘗試教學流程圖……………145
附錄十四 問句教學刺激卡 ……………………………………… 151
附錄十五 教學觀察紀錄 …………………………………………152

表 次
表2-1 單一嘗試教學階段表 ………………………………27
表2-2 單一嘗試教學法相關研究摘要表一 ………………36
表2-3 單一嘗試教學法相關研究摘要表二 ………………38
表3-1 魏氏智力測驗結果表 ………………………………44
表3-2 畢保德圖畫詞彙測驗乙式測驗結果表 ……………44
表3-3 兒童口語理解測驗結果表 …………………………45
表3-4 互動性語言行為計分方式表 ……………………51
表3-5 教學實驗時間表 …………………………………55
表3-6 評分者觀測信度表 ………………………………57
表3-7 互動性語言行為教學內容表 ……………………65
表4-1 互動性談話行為(買東西)階段內分析摘要表 ……74
表4-2 互動性談話行為(出去玩)階段內分析摘要表 ……76
表4-3 互動性談話行為(下課活動)階段內分析摘要表 …77
表4-4 互動性談話行為(買東西)階段間分析摘要表 …80
表4-5 互動性談話行為(出去玩)階段間分析摘要表 …81
表4-6 互動性談話行為(下課活動)階段間分析摘要表 .83
表4-7 行為一與行為二正確率百分比功能分析摘要表 …84
表4-8 行為二與行為三正確率百分比功能分析摘要表 …85
表4-9 與同儕一 對談類化得分表 …………………………87
表4-10 與教師ㄧ 對談類化得分表 …………………………87
表4-11 與同儕二 對談類化得分 ……………………………88
表4-12 與同儕三 對談類化得分 …………………………89
表4-13 與同儕四 對談類化得分 …………………………90
表4-14 與同儕五 對談類化得分 …………………………90
表4-15 與同儕五 對談類化得分 …………………………91
表4-16 與教師二 對談類化得分表 ………………………92
圖次
圖2-1 單一嘗試教學法教學模式……………………………22
圖3-1 研究架構………………………………………………48
圖3-2 教學實驗流程…………………………………………49
圖3-3 多探測設計簡圖………………………………………52
圖3-4 研究流程 …………………………………………66
圖4-1 三項目標行為學習成效百分比………………………78
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