臺灣博碩士論文加值系統

本研究旨在探討運用多元展示教學卡對國小中度智能障礙學生英語字母、單字認讀的教學成效。研究對象為二名女學童。一個是四年級的學生，另一個是五年級學生。本研究採單一受試跨行為多試探設計，來探測多元展示教學卡對二名研究對象所產生的立即性成效、維持成效、以及類化的效果。研究分三個階段進行：基線期、介入期以及維持期。研究對象皆接受三個單元包括六個英語字母和六個英語單字聽、說、讀、寫英語能力的教學。在教學過後，研究者以自編的英語成就測驗來檢測研究對象這四項英語能力的養成效果。研究資料的分析主要使用目視分析法。
受試者在英語成就測驗中需達連續三次80%或80%以上的正確率(杜正治, 2006) 。本研究所得結果摘要如下：
1. 二名研究對象在接受多元展示教學卡的英語教學之後，都有良好的立即性成效。
2. 在多元展示教學卡的英語教學結束之後，二名研究對象都顯現良好的維持性成效。
3. 研究結果顯示，多元展示教學卡的英語教學能建立二名研究對象的英語類化能力，並有良化的類化成績表現。

This study aimed to investigate the learning effects of multisensory flashcards on English alphabets and vocabulary learning of elementary school students with moderate intellectual disability. The participants were two female students, one of them was a fourth grader and the other one was a fifth grader. A multiple probe design across behaviors of single subject research was conducted to explore the immediate effects, maintenance effects, and generalization effects of the multisensory flashcards. This experimental design included three phases: Baseline phase, interventional phase, and maintenance phase. The participants received three units of English teaching materials including six letters and six vocabulary words. Their English abilities of listening, speaking, reading, and writing were tested through English achievement assessments. The collected data was reported by the visual analysis.
Based on the students’ three consecutive performances with the percentage of correct answers at 80% and above (Du, 2006), the results of this study are summarized as follows: 1) The immediate effects of the multisensory flashcards were positive on both of the participants; 2) The participants remained effective maintenance effects; 3) The experimental outcomes showed that the generalization effects were good for both participants.

ABSRACT………………………………….…………………………………….. v
ACKNOWLEGEMENTS………………………………..…….………..………... vii
LIST OF TABLES………………………………...……………………………… xiv
LIST OF FIGURES………………………………..…….…………………..……. xvi
Chapter One: INTRODUCTION….……………………………………………… 1
Background………………………………..…….…………………………. 1
Purpose of the Study………………………….…….……………………… 9
Research Question………………………………………………..………… 9
Significance of the Study……………………………………..…….……… 10
Definition of Terms…………………………………..…………………….. 12
Resource classes………..…………………..………………………... 12
Centralized special education classes………………………………... 12
English achievement assessments…………………………………… 12
Multisensory flashcards……………………………………………… 13
Chapter Two: LITERATURE REVIEW………………………………………….. 14
Intellectual Disability…………………………………………………..…... 14
Learning characteristics of students with intellectually disability…... 16
Cognitive function…………………………………………...... 16
Attention………………………………………………………. 17
Organization…………………………………………………... 18
Memory……………………………………………. ………… 19
Generalization…………………………….…………………... 21
Language…………………………….. ………………………. 21
Computer assisted instruction to students with intellectual disability.. 23
Multisensory Learning……………….…………………………………….. 25
Second Language Acquisition of Students with Intellectual Disability……. 29
Single Subject Research……………………………………………... 38
Summary…………………………………………………………………… 41
Chapter Three: METHOD………………………………………………………… 43
Research Design………………………………………………….………… 43
Pilot Study………………………………………………………………..… 44
Formal Study…………………………………………………………….…. 45
Participants…………………………………………………………... 45
Instructor…………………………………………………………….. 48
Procedure…………………………………………………………………… 49
Baseline phase (A)……………………………………………….….. 52
Interventional phase (B)……………………………………………... 52
The first interventional session ……….…………………..…... 53
The second interventional session ……………………………. 55
The third interventional session ……………………………… 55
The fourth interventional session ………………………..…… 56
Maintenance phase (A’)………………………………………..…….. 56
Data Collection……………………………………………………………... 56
Instruments...……………………………………..………………….. 56
Questionnaire……………………………………..…………… 57
Multisensory flashcards…………………..……..……………. 59
Computer multisensory flashcards…….……………….. 59
Printed multisensory flashcards………….……………... 60
Photograph flashcards………………………………….. 61
English achievement assessments…………………………….. 61
English achievement assessments A……………………. 61
English achievement assessments B…..……..………… 62
Generalization assessments 1-6.…………………. 63
Generalization assessments 7-9…..……………… 63
Interviews…..……………………………………………….… 64
Field notes…………………………………………………….. 64
Data Analysis…………………………………………………………..…… 64
Research question one……………………………………….…..…... 66
Analysis of changes within phase…………………………….. 66
Phase length…….……………………………...……….. 67
Mean level ………………………………..……............. 67
Level range …………………………………………….. 67
Level change……………………………………............. 68
Level stability…………………………………............... 68
Trend direction…………………………………............. 70
Trend stability………………………………..…………. 71
Analysis of changes between phases………………………….. 71
Mean level change………………………..…………….. 71
Level change……………………………………………. 72
Trend direction and effect………………………………. 74
Percentage of overlap………………………..…………. 75
Research question two……………………………………………...... 76
Research question three……………………………………………… 76
Chapter Four: RESULTS AND DISCCUSSION…………………………………. 77
The Immediate Effects of the Multisensory Alphabet Flashcards………….. 77
Analysis within phase……………………………………..…………. 79
Lilly…………………………………………………….……... 79
The baseline phase……………….…………………….. 79
The interventional phase………………………….……. 80
Judy………………………………………………………….... 82
The baseline phase…………..…………………..……… 84
The interventional phase……………………………….. 84
Analysis between phases…………………………………………….. 87
Lilly…………………………………………………………… 88
Judy…………………………………………………………… 91
The Maintenance Effects of the Multisensory Alphabet Flashcards……….. 95
Analysis within phase………………………………………………... 96
Lilly…………………………..…………………….…………. 97
Judy…………………………………………………..……….. 99
Analysis between phases……………………………………..…........ 102
Lilly……………………………………………….…………... 102
Judy…………………………………………….……………... 106
The Generalization Effects of the Multisensory Alphabet Flashcards……... 112
Lilly……………………………………………………………..…… 112
Judy…………………………………………………………..……… 115
Chapter 5: CONCLUSION……………………………………………………….. 120
Conclusion………………………….………………………………………. 120
Limitations of the study……………………………………………………. 123
Implications for Pedagogical Practice………………………………..…….. 124
Suggestion for future research……………………………………………… 126
References………………………………………………………………………… 127
Appendix………………………………………………………………………….. 146
Appendix A—Lesson Plan: The First Session……………..……….…….... 146
Appendix B—Questionnaire……………………………………………….. 148
Appendix C—Letter Recognition Assessment..……………………………. 149
Appendix D—English Achievement Assessments A Unit One…………….. 150
Appendix E—English Achievement Assessments A Unit Two….…………. 151
Appendix F—English Achievement Assessments A Unit Three…………… 152
Appendix G—English Achievement Assessments B Generalization
Assessment 1..................................................................................................
153
Appendix H—English Achievement Assessments B Generalization
Assessment 2..…..…………………………………………………………..
154
Appendix I—English Achievement Assessments B Generalization
Assessment 3..……..………………………………………………………..
155
Appendix J—English Achievement Assessments B Generalization
Assessment 4...……………………………………….....…………………..
156
Appendix K—English Achievement Assessments B Generalization
Assessment 5..……………………………………….....…………………..
157
Appendix L—English Achievement Assessments B Generalization
Assessment 6…..…………………………………….....…………………..
158
Appendix M—English Achievement Assessments B Generalization
Assessment 7……..………………………………….....…………………..
159
Appendix N—English Achievement Assessments B Generalization
Assessment 8..……………………………………….....…………………..
160
Appendix O—English Achievement Assessments B Generalization
Assessment 9…..…………………………………….....…………………..
161

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