:::

詳目顯示

回上一頁
題名:替代性溝通訓練在國小中、重度智能障礙學童購物技能學習之成效研究
書刊名:特殊教育與復健學報
作者:李旻青莊妙芬 引用關係
作者(外文):Lee, Min-chingTsuang, Mai-feng
出版日期:2006
卷期:16
頁次:頁99-123
主題關鍵詞:替代性溝通訓練中度智能障礙重度智能障礙購物技能Alternative communication trainingModerate mental retardationSevere mental retardationShopping skill
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(5) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:5
  • 共同引用共同引用:28
  • 點閱點閱:66
本研究之目的在探討替代性溝通訓練在國小中、重度智能障礙學童購物技能學習之成效。研究方法採單一受試研究法中之跨受試多探試之實驗設計,受試為三名中、重度智能障礙國小學童,自變項為替代性溝通訓練,依變項為購物技能之行為。 本研究之結果摘要如下: 一、替代性溝通訓練對國小中、重度智能障礙學童之購物技能具有習得成效,並能繼續應用此行為。 二、替代性溝通訓練對國小中、重度智能障礙學童之購物技能能類化於不同情境。 三、三名受試除習得購物技能外,尚改善了認知、社會能力、生活能力等方面之行為。 四、訪談相關人員顯示本研究具良好社會效度。
The purpose of this study was to investigate the effectiveness of alternative communication training on the learning of shopping skills for elementary school children with moderate to severe mental retardation. The subjects are three elementary school children with moderate to severe mental retardation. The single subject research across subjects with multiple probe design was used. The independent variable was alternative communication training and the dependent variable was shopping skills. Data were collected on the three subjects during baseline, intervention, maintenance, and generalization phases. Visual analysis was used to analyze the effectiveness of the training. The observational analysis and social validity analysis using interviews with related individuals were also supplemented. Results of this study are summarized as followings: 1. The alternative communication training is effective on the acquisition of shopping skills for the elementary school children with moderate to severe mental retardation. It is also effective in maintaining the results of such behavior change and in the generalization of the success. 2. In addition to improved shopping skills, the subjects have also learned other skills during the period of this study. 3. Interviews with related individuals have indicated that this research has a high social validity.
Other
1.莊妙芬(1997)。智能障礙兒童與自閉症兒童口語表達能力之比較研究。  延伸查詢new window
期刊論文
1.Kravits, Tamara R.、Kamps, Debra M.、Kemmerer, Katie、Potucek, Jessica(2002)。Brief Report: Increasing Communication Skills for an Elementary-aged Student with Autism Using the Picture Exchange Communication System。Journal of Autism and Developmental Disorders,32(3),225-230。  new window
2.何素華(19951100)。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。  延伸查詢new window
3.莊妙芬(20000600)。替代性溝通訓練對重度智能障礙兒童溝通能力與異常行為之影響。特殊教育與復健學報,8,1-26。new window  延伸查詢new window
4.邱滿艷(19840500)。社會技巧訓練法--對一個中度智能不足者學習「買東西」的效果。特殊教育會刊,7,96-99。  延伸查詢new window
學位論文
1.黃錫昭(2003)。情境教學模式對國小智能障礙學生購物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
2.趙子嫻(1997)。「口語法」「手語法」「併用法」對無口語重度智能障礙者溝通效果之實驗研究(碩士論文)。國立臺灣師範大學,台北市。  延伸查詢new window
3.黃志雄(2002)。自然環境教學對重度智能障礙兒童溝通能力的影響及其相關研究(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.林寶貴、黃玉枝、張正芬(1992)。台灣區智能不足學童語言障礙之調查研究。臺北:國立臺灣師範大學特殊教育研究所。  延伸查詢new window
2.教育部(1999)。特殊教育學校(班)國民教育階段智能障礙類課程綱要。台北:教育部。  延伸查詢new window
3.Kuder, S. J.(1997)。Teaching students with language and communication disabilities。Needham Heights, MA。  new window
4.Tawney, J. W.、Gast, D. L.(1984)。Single subject research in special education。Columbus, OH:C. E. Merrill publishing Co.。  new window
5.林寶貴(1994)。語言障礙與矯治。臺北市:五南圖書出版公司。  延伸查詢new window
6.杜正治、Tawney, James W.、Gast, David L.(1994)。單一受試研究法。心理出版社。  延伸查詢new window
其他
1.李乙明(2001)。語言障礙。  延伸查詢new window
2.陳榮華、林坤燦(1997)。手語/口語並用溝通訓練方案對增進中重度智能障礙者溝通技能之成效研究。  延伸查詢new window
3.張慈蘭(1987)。中度智能不足者購物技能教學效果之研究。new window  延伸查詢new window
4.葉瓊華(1998)。溝通輔助器材對多重障礙兒童溝通技能影響之研究。  延伸查詢new window
5.Ayres, K. M., & Langone, J.(2002)。Acquisition and generalization of purchasing skills using a video enhanced computer-based instructional program。  new window
6.Browder, D. M., & Grasso, E.(1999)。Teaching money skills to individual with mental retardation。  new window
7.Browder, D. M., & Snell, M. E.(1993)。Daily living and community skills。  new window
8.Chambers, M., & Rehfeldt, R. A.(2003)。Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities。  new window
9.Colyer, S. P., & Collins, B. C.(1996)。Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities。  new window
10.Denny, P. J., & Test, D. W.(1995)。Using the One-More-Than technique to teach money counting to individuals with moderate mental retardation。  new window
11.Doss, L. S., & Reichle J.(1991)。Using graphic organization aids to promote independent functioning。  new window
12.Dyches, T. T., Davis, A., Lucido, B. R., & Young, J. R.(2002)。Generalization of skills using pictographic and voice output communication devices。  new window
13.Ferguson, B., & McDonnell, J. J.(1991)。A comparison of serial and concurrent sequencing strategies in teaching generalized grocery item location to students with moderate handicaps。  new window
14.Frank, A. R., Wacker, D. P., Berg, W. K., & McMahon, C. M.(1985)。Teaching selected microcomputer skills to retarded students via picture prompts。  new window
15.Gardill, M. C., & Browder, D. M.(1995)。Teaching stimulus classes to encourage independent purchasing by students with severe behavior disorders。  new window
16.Hallahan, D. P., & Kauffman, J. M.(1991)。Exceptional learners: Introduction to special education。  new window
17.Hetzroni, O. E., & Roth, T.(2003)。Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors。  new window
18.Kamhi, A., & Johnston, J.(1982)。Towards an understanding of retarded children’s linguistic deficiencies。  new window
19.LaCampagne, J., & Cipani, E.(1987)。Training adults with mental retardation to pay bills。  new window
20.Langone, J.(1981)。Curriculum for the trainable mentally retarded - or “what do I do when the ditto machine dies!”。  new window
21.Martin, J. E., & Rusch, F. R.(1987)。Use of the partial-sequential withdrawal design to assess maintenance of retarded adults’ acquired meal preparation skills。  new window
22.Matson, J. L., & Long, S.(1986)。Teaching computation/shopping skills to mentally retarded adults。  new window
23.McDonnell, J., & Laughlin, B.(1989)。A comparison of backward and concurrent chaining strategies in teaching community skills。  new window
24.Mechling, L. C., & Gsat, D. L.(1997)。Combination audio/visual self-prompting system for teaching chained tasks to students with intellectual disabilities。  new window
25.Mechling, L., & Langone, J.(2000)。The effects of computer-based instruction program with video anchors on the use of photographs for prompting augmentative communication。  new window
26.Mores, T. E., & Schuster, J. W.(2000)。Teaching elementary students with moderate intellectual disabilities how to shop for groceries。  new window
27.Morse, T. E., Schuster, J. W., & Sandknop, P. A.(1996)。Grocery shopping skills for persons with moderate to profound intellectual disabilities: A review of the literature。  new window
28.Nietupski, J., Clancy, P., & Christiansen, C.(1984)。Acquisition, maintenance, and generalization of vending machine skills by moderately handicapped students。  new window
29.Rowland, C., & Stremel-Campbell, K.(1987)。Share and share alike: Conventional gestures to emergent language for learners with sensory impairments。  new window
30.Schlosser, R. W., & Sigafoos, J.(2002)。Selecting graphic symbol for an initial request lexicon: Integrative review。  new window
31.Sprague, J. R., & Horner, R. H.(1984)。The effects of single instance, multiple instance, and general case training on generalized vending machine use by moderately and severely handicapped students。  new window
32.Westling, D. L., & Fox, L.(2003)。Teaching students with severe disabilities。  new window
33.Wiggins, S. B., & Behrmann, M. M.(1988)。Increasing independence through community learning。  new window
34.Woodard, M., & Lansdown, R.(1988)。Language and communication。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE