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題名：語音溝通板結合自我教導策略對多重障礙學生清潔技能成效之研究
書刊名：特殊教育與輔助科技學報
作者：劉薇琳／莊素貞 引用關係
作者(外文)：Liu, Wei-lin／Chuang, Su-chen
出版日期：2012
卷期：5
頁次：頁87-130
主題關鍵詞：自我教導；清潔技能；提示；語音溝通板；擴大及替代性輔助溝通系統；AAC；Cleaning skills；Micro-computer voice communication boards；Self-instruction strategy；Prompt
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:15
  • 點閱點閱:87
本研究旨在探討語音溝通板結合自我教導策略對多重障礙學生清潔技能學習成效之影響。採單一受試法之ABAB撤回設計。自變項為語音溝通板結合自我教導策略教學方案；依變項為清潔工作步驟完成率。以三名特殊教育學校高職部智能障礙兼肢體障礙之多重障礙學生為研究對象，進行桌椅擦拭清潔技能之教學實驗研究，將研究獲得的資料以圖表呈現、目前見分析與C統計進行資料分析處理。研究結果顯示語音溝通棍結合自我教導策略的介入成效如下：一、能顯著提升三位研究對象之清潔工作步驟完成率。二、能提升三位研究對象之清潔程度。三、對於三位研究對象工作效率之影響並不明顯。四、家長和教師持正向態度。最後根據研究結果對於未來教學及相關研究提出建議。
The effects of micro-computer voice communication boards combined with self-instruction strategy on cleaning skills were evaluated in this study. The subjects were three 18-years-old mentally retarded students with physical disability in special education school. The ABAB withdrawal design of single-subject research was used in the study. The independent variable in the study was micro-computer voice communication boards combined with self-instruction strategy. The dependent variables were the percentages of the correct steps of cleaning tables and chairs. The experimental data were analyzed by using graph, visual analysis, and Tryon's C statistic. The results of the research were as follows: 1. The use of micro-computer voice communication boards combined with self-instruction strategy increase the percentage of the correct steps of cleaning tables and chairs for all the subjects. 2. The use of micro-computer voice communication boards combined with self-instruction strategy increase the performance of cleaning dirty spots for all three subjects. 3. Parents and teachers of the participants are all satisfied with the effects of the intervention. Finally, the results were discussed and some suggestions were made for future study on teaching cleaning skills for mentally retarded students with physical disability.
期刊論文
1.Mechling, L. C.、Gsat, D. L.(1997)。Combination audio/visual self-prompting system for teaching chained tasks to students with intellectual disabilities。Education and Training in Mental Retardation and Developmental Disabilities，32(2)，138-153。  new window
2.徐惠玲、何美慧(20051200)。「自我教導策略」教學對國小中度智能障礙學生的工作態度與習慣之成效。特殊教育學報，22，35-65。new window  延伸查詢new window
3.盧宇香、洪清一(20081200)。合作學習與自我教導對聽覺障礙兒童閱讀理解成效之研究。東臺灣特殊教育學報，10，93-119。new window  延伸查詢new window
4.Hourcade, J.、Pilotte, T. Everhart、West, E.、Parette, P.(2004)。A history of augmentative and alternative communication for individuals with severe and profound disabilities。Focus on Autism and Other Developmental Disabilities，19(4)，235-244。  new window
5.Salend, S. J.、Ellis, L. L.、Reynolds, C. J.(1989)。Using self-instruction to teach vocational skills to individuals who are severely retarded。Education and Training in Mental Retardation，24(3)，248-254。  new window
6.Hughes, C.、Hugo, K.、Blatt, J.(1996)。Self-instructional intervention for teaching generalized problem-solving within a functional task sequence。American Journal on Mental Retardation，100(6)，565-579。  new window
7.Agran, M.、Fodor-Davis, J.、Moore, S. C.、Martella, R. C.(1992)。Effects of peer-delivered self-instructional training on a lunch-making work task for students with severe disabilities。Education and Training in Mental Retardation，27(3)，230-240。  new window
8.Agran, M.、Fodor-Davis, J.、Moore, S.(1986)。The effects of self-instructional training on job-task sequencing: Suggesting a problem-solving strategy。Education and Training of the Mentally Retarded，21(4)，273-281。  new window
9.崔夢萍(20030800)。以全方位設計學習策略取向(UDL)創造無障礙數位學習環境。教師天地，125，32-38。  延伸查詢new window
10.Johnston, S. S.、Reichle, J.、Evans, J.(2004)。Supporting augmentative and alternative communication use by beginning communicators with severe disabilities。American Journal of Speech-Language Pathology，13(1)，20-30。  new window
11.Meichenbaum, D. H.、Goodman, J.(1971)。Training impulsive children to talk to themselves: A means of developing self-control。Journal of Abnormal Psychology，77(2)，115-126。  new window
12.Hetzroni, O. E.(2003)。A positive behavior support: A preliminary evaluation of a school-wide plan for implementing AAC in a school for students with intellectual disabilities。Journal of Intellectual and Developmental Disabilities，28(3)，283-296。  new window
13.周台傑、林玉華(19960600)。自我教導策略對注意力不足過動兒童之教學效果研究。特殊教育學報，11，239-284。new window  延伸查詢new window
14.Bambara, L. M.、Gomez, O. P.(2001)。Using a self-instructional training Package to Teach complex problem-solving skills to adults with moderate and severe disabilities。Education and Training in Mental Re-tardation and Developmental Disabilities，36(4)，386-400。  new window
15.王明雯、林坤燦(1993)。智障者自我管理方法初探。特殊教育季刊，48，13-18。new window  延伸查詢new window
16.林淑莉(2007)。如何幫助使用AAC之學生融入融合環境中。特殊教育季刊，104，1-13。new window  延伸查詢new window
17.唐榮昌(200706)。The effects of self-instruction strategy on the timespent on putting-on-shoes behavior in one student with cerebral palsy。長庚科技學刊，6，75-83。  new window
18.Cafiero, J. M.、Meyer A.(2008)。Your child with autism: When is augmentative and alternative communication(AAC) an appropriate option?。Exceptional Parent，38(4)，28-30。  new window
19.Cihak, D. F.、Kessler, K.、Alberto, P. A.(2008)。Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities。Education and Training in Developmental Disabilities，43(1)，102-110。  new window
20.Copeland, S.、Hughes, C.(2000)。Acquisition of a picture prompt strategy to increase independent performance。Education and Training in Mental Retardation and Developmental Disabilities，35，294-305。  new window
21.Davis, C. A.、Brady, M. P.、Williams, R. E.、Burta, M.(1992)。The effect of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation。Education and Training in Mental Retardation，27，39-50。  new window
22.Harchik, A. E.、Sherman, J. A.、Sheldon, J. B.(1992)。The use of self-management procedures by people with developmental Disabilities: A brief review。Research in Developmental Disabilities，13，211-227。  new window
23.Kathryn L. F.、Lisa F. H.、Norman W. B.(2003)。Effects of verbal and physical prompts on externalstrategy use in children with and without mild mental retardation。Journal on Mental Retardation，108(4)，245-256。  new window
24.Riffel, L. A.、Wehmeyer, M. L.、Turnbull, A. P.、Lattimore, J.、Davies, D.、Fisher, S.(2005)。Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system。Journal of Special Education Technology，20，5-14。  new window
25.Rusch, F. R.、Martin, J. E.、White, D. M.(1985)。Competitive employment: Teaching mentally retarded employees to maintain their work behavior。Mental Retardation，20(3)，182-189。  new window
學位論文
1.徐惠玲(2003)。「自我教導策略」教學對國小「中度智能障礙學生」的工作態度與習慣之成效(碩士論文)。臺南師範學院。  延伸查詢new window
2.林芳吟(2011)。圖示表徵結合自我教導策略對國小學習障礙學生兩步驟文字題解題教學成效之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.洪惠萍(2007)。自我教導策略對低成就學童專注行為成效之研究(碩士論文)。國立臺東大學，嘉義。  延伸查詢new window
4.林惠卿(2007)。輔助溝通系統訓練增進唐氏症兒童購物行為之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
5.黃力貞(2008)。自我教導策略在國小注意力缺陷過動障礙兒童學科作業完成之研究(碩士論文)。國立臺北教育大學，臺北市。  延伸查詢new window
6.陳淑芬(2010)。自我管理教學方案對國小智能障礙學生餐後清潔工作技能學習成效之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
7.張淑滿(2001)。自我教導策略對國小智障兒童解決生活問題之效果研究(碩士論文)。國立嘉義大學。  延伸查詢new window
8.蘇振輝(2002)。輔助溝通系統訓練對重度智能障礙兒童溝通行為效果之研究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
9.石真瑛(1992)。我國殘障者就業問題之研究(碩士論文)。中國文化大學。  延伸查詢new window
10.林嘉齊(2011)。視覺結構策略對增進國小中重度智能障礙學生學習家事清潔技能之影響(碩士論文)。國立東華大學。  延伸查詢new window
11.洪佩妤(2011)。圖片提示教學策略對高職綜合職能科學生中餐烹調丙級檢定術科衛生技能學習成效之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
12.蕭宏祥(2011)。漸進提示系統對智能障礙學生清潔技能學習效果之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
13.林秋每(2008)。圖示-自我教導方案對增進高職中重度智能障礙學生清潔類工作技能學習成效之研究(碩士論文)。國立花蓮教育大學。  延伸查詢new window
14.陳怡君(2006)。圖片提示教學策略對國中智能障礙學生清潔工作技能學習成效之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
15.方韻珠(1999)。身心障礙者職業訓練機構之職業訓練與就業輔導的現況與困難之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
16.黃文杰(2005)。中、重度智能障礙學生社區化校外實作分組教學實施現況之硏究(碩士論文)。國立彰化師範大學。  延伸查詢new window
17.鄭燕心(2009)。自我教導策略對增進國小輕度智能障礙學童專注行爲及數學學習成效之研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
18.Hughes, C.(1990)。The use of self-instruction with multiple exemplars to teach generalized problem-solving to individuals with severe mental retardation(-)。  new window
圖書
1.杜正治(2010)。單一受試研究法。臺北市：心理出版社。  延伸查詢new window
2.Scherer, M. J.(2004)。Connecting to learn: Educational and assistive technology for people with disabilities。Washington, DC：American Psychological Association.。  new window
3.陸世豪、Alberto, Paul A.、Troutman, Anne C.(2004)。應用行爲分析--行爲改變技術實務。台北：心理。  延伸查詢new window
4.Bryant, D. P.、Bryant, B. R.、柯惠菁(200904)。身心障礙者的輔助科技。臺北：心理出版社。  延伸查詢new window
5.Beukelman, D. R.、Mirenda, P.(2005)。Augmentative and alternative communication: Supporting children and adults with complex communication needs。Baltimore, MD：Paul H. Brookes。  new window
6.紀佳芬(2003)。身心障礙者職務再設計與工作改善。台北市：五南圖書出版公司。  延伸查詢new window
7.Westling, D. L.、Fox, L.(2000)。Teaching students with severe disabilities。Upper Saddle River, NJ：Prentice-Hall。  new window
8.Light, J. C.、Beukelman, D. R.、Reichle, J.(2003)。Communicative competence for individuals who use AAC: From research to effective practice。Baltimore, MD：Paul H. Brookes。  new window
9.教育部(2000)。特殊教育學校高中職教育階段智能障礙類課程綱要。台北市：教育部。  延伸查詢new window
10.內政部聽語障輔具資源推廣中心(2006)。內政部聽語障輔具資源手冊。臺中市：內政部聽語障輔具資源推廣中心。  延伸查詢new window
11.許天威(2003)。個案實驗研究法。台北：五南。  延伸查詢new window
12.鈕文英(2003)。啓智教育課程與教學設計。台北：心理。  延伸查詢new window
13.Kazdin, Alan E.、陳千玉(2005)。行爲改變技術。臺北：五南。  延伸查詢new window
14.張世彗(2009)。行爲改變技術。臺北：五南。  延伸查詢new window
15.Scherer, M. J.、張倉凱、陳玉鳳、陳淑芬、王梅軒、鄭裕峰(2006)。銜接上學習之路--身心障礙的教育輔助科技。臺北：心理。  延伸查詢new window
16.Gallagher, Kirk、Anastasiow、黃裕惠、佘曉珍(2003)。特殊教育槪論。臺北：雙葉書廊。  延伸查詢new window
17.賴美智(2000)。心智障礙者清潔服務技能訓練教材。臺北：財團法人第一社會福利基金會。  延伸查詢new window
18.Beard, L. A.、Carpenter, L. B.、Johnston, L.(2010)。Assistive technology: Access for all students。Upper Saddle River, NJ：Prentice Hall。  new window
19.Connell, B. R.、Jones, M.、Mace, R.、Mueller, J.、Mullick, A.、Ostroff, E.、Sanford, J.、Steinfeld, E.、Story, M.、Vanderheiden, G.(1991)。The principles of universal design。NC：North Carolina State University, Center for Universal Design。  new window
20.Cooper, J.、Heron, T.、Heward, W.(2007)。Applied Behaviour Analysis。NewJersey：Pearson Education。  new window
21.Flippo, K. F.、Inge, K. J.、Barcus, J. M.(1995)。Assistive technology: A resource for school, work, and community。Baltimore：Brookes。  new window
22.Gray, D. B.、Quatrano, L. A.、Lieberman, M. L.(1998)。Designing and using assistive technology: The human perspective。Baltimore：Paul H. Brookes。  new window
23.Meichenbaum, D.(1977)。Cognitive behavioral modification: An integrative approach。New York：Plenum Press。  new window
24.Schalock, R. L., & Kieman, W. E.(1990)。Habilitation planning for adults with disabilities。New York：Springer-Verlag。  new window
25.Zabala, J. S.(1995)。The SETT framework: Critical areas to consider when making informed assistive technology decisions。Houston, TX：Region IV Education Service Center。  new window
其他
1.余易倩(2008)。重度智能障礙學生工作態度之AAC策略成效。  延伸查詢new window
2.Orkwis, R.，McLane, K.(1998)。4 curriculum every student can use: Designprinciples for student access. ERIC/OSEP Special Project，ERICClearinghouse on Disabilities and Gifted Education Council for Exceptional Children。  new window
圖書論文
1.簡明建、邱金滿(2000)。特殊教育的發展與指標。特殊教育理論與實務。臺北市：心理。  延伸查詢new window
2.吳亭芳、侯嘉怡、陳明聰(2000)。輔助性科技在特殊教育之應用。特殊教育理論與實務。台北：心理。  延伸查詢new window
3.Gardner, J. F.(1990)。Introduction: A decade of ch。Program issues in developmental disabilities。Baltimore：Paul H. Brookes。  new window
 
 
 
 
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