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題名：影像提示對國中智能障礙學生餐點製備技能之學習成效
書刊名：特殊教育學報
作者：曾文麗
作者(外文)：Tzeng, Wen-li
出版日期：2018
卷期：48
頁次：頁53-92
主題關鍵詞：影像提示；最少提示系統；餐點製備；Video prompting；System of least prompts；Food preparation
原始連結：連回原系統網址new window
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本研究旨在探討影像提示策略是否能提升國中智能障礙學生餐點製備技能的學習成效，研究方法採單一個案研究法平行之跨行為（清洗、備料、調味和蒸煮）多探測設計，以三位就讀集中式特教班之智能障礙學生為研究對象，教導如何使用電鍋進行餐點製備，其介入方式為影像提示，並結合最少提示系統（最少到最多的提示）進行實施。本研究蒐集研究對象於各行為階段之餐點製備技能的步驟操作正確率，進行圖示與目視分析。重要的研究發現如下：（1）影像提示能有效地提升國中智能障礙學生餐點製備技能，並能類化至其他相似之餐點的製備；（2）影像提示採工作分析結合連鎖訓練能增進餐點製備技能的學習效果。根據研究結果的進一步討論，運用影像提示教導餐點製備技能，宜以參與者觀點並聚焦手部操作進行拍攝。
The purpose of this study was to examine whether video prompting would improve food preparation skills of middle school students with intellectual disabilities. A single case research method with a parallel multiple probe across behaviors design was used to evaluate the effectiveness of the intervention. Three middle school students with intellectual disabilities participated in this study to learn how to use a rice cooker to prepare a dish. The intervention was video prompting combined with the system of least prompting. The number of correct food preparation steps were collected, and further interpreted by visual analysis. The results revealed several findings: (a) the accuracies of students' food preparation skills were increased after intervention of video prompting, and students were able to generalize the skills to a dish with similar cooking steps; (b) task analysis with chaining would enhance the effectiveness of video-prompting. Based on the findings, implications were further discussed, video clips filmed from a subjective point of view and focused on hand movements would bring out the best results of this visual prompt.
期刊論文
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學位論文
1.王怡婷(2009)。手持提示系統對國中智能障礙學生職業技能之學習成效(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
2.李郁婷(2010)。圖片提示教學策略對國小智能障礙學生潔牙技能學習成效之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
3.余詩怡(2009)。國中智能障礙學生食物烹煮技能教學成效之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
4.郭宜芳(2010)。圖示--自我教導方案對高職智能障礙學生餐飲製備技能與工作態度成效之研究(碩士論文)。國立東華大學。  延伸查詢new window
5.周美莉(2006)。通例課程方案介入國中智能障礙學生日常生活技能之成效研究(碩士論文)。國立屏東師範學院，屏東縣。  延伸查詢new window
6.詹雅淳(2002)。同儕個別教學對國中智能障礙學生日常生活技能學習效果之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
7.李秀卿(2010)。工作分析為基礎之視訊教材應用於國中智能障礙學生餐飲製作之研究(碩士論文)。國立臺北科技大學，臺北市。  延伸查詢new window
8.曹淑珊(1997)。國民小學啟智班學生常見知覺動作問題及相關教學措施之研究--以雲林縣為例(碩士論文)。國立彰化師範大學。  延伸查詢new window
9.張凌芝(2010)。前向連鎖與倒向連鎖對高職重度智能障礙學生生活技能教學成效之研究(碩士論文)。國立屏東教育大學，屏東縣。  延伸查詢new window
10.劉嘉怡(2011)。圖片提示教學策略對高職智能障礙學生中餐烹調技能學習效果之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
11.謝宜婷(2011)。通例教學方案對國中階段中度智能障礙學生職業技能學習之成效(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
12.簡華慧(2002)。過程本位教學對國小中度智能障礙學生生活技能學習成效之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
13.許靜娟(2004)。圖片提示教學策略對國中智能障礙學生烹飪技能學習效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
14.施彥亨(2001)。直接教學模式在國小智能障礙學生口腔衛生教學之應用成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Alberto, P. A.、Troutman, A. C.(2013)。Applied behavior analysis for teachers。Pearson Education, Inc.。  new window
2.黃富廷(2012)。啟智教學活動設計。心理出版社。  延伸查詢new window
3.何華國(2004)。特殊兒童心理與教育。臺北市：五南。  延伸查詢new window
4.Cooper, J. O.、Heron, T. E.、Heward, W. L.(2007)。Applied behavior analysis。Upper Saddle River, NJ：Pearson Education, Inc.。  new window
5.鈕文英(2013)。邁向優質、個別化的特殊教育服務。心理出版社。  延伸查詢new window
6.陳榮華(1992)。智能不足研究--理論與應用。師大書苑。new window  延伸查詢new window
7.內政部(2013)。中華民國100年身心障礙者生活狀況及各項需求評估調查報告。臺北市：內政部統計處。  延伸查詢new window
8.教育部(2017)。適性入學宣導手冊。臺北市：教育部。  延伸查詢new window
9.Brolin, D. E.(2004)。Life centered career education。Reston, VA：Council for Exceptional Children。  new window
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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.鈕文英、吳裕益(2015)。單一個案研究法--研究設計與後設分析。心理出版社。  延伸查詢new window
單篇論文
1.鈕文英(2015)。建立系列相關新技能的多探測設計，國立高雄師範大學特殊教育系。  延伸查詢new window
 
 
 
 
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