國中智能障礙學生專注行為處理成效之研究

• Main Author: 許凰停
• Other Authors: 吳訓生
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/83316621693482781350

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 94 === The Effects of on-task Behavior Instruction for Students with Mental Retardation in Junior High School Advisor: Dr. Hsun-Sheng Wu Investigator: Huang-Ting Hsu Abstract The purposes of this study were to assess the effects of on-task behavior instructional strategies to promote on-task behavior and the effect of generalization. The subjects were two 7th-graded students with mode- rate mental retardation in a self-contained class of junior high school students. The instructional settings consisted of four courses of practical language per week, and were completed in twenty-two courses. The on-task behavior instructional strategy was drawn up based on the information of functional assessment. The A-B-A-B withdrawal-replication design of a single subject research design was used in this study to assign the experiment procedure and analyze the instructional effects. At the end of the instruction, persons who are involved in the subjects’ instruction were interviewed to examine the effects of social validity The results of the study indicated: 1. The results of the functional assessment demonstrated that factors influence the on-task behavior of the subjects included sensory stimulation, accessing attention, and gaining activities. 2. The on-task behavior instructional strategy was drawn up based on the information of functional assessment, and comprised adjusting the seats, modifying the curriculum, teaching self-management, extinction, prompting, modeling, and the token reinforcement, etc. 3. The on-task behavior instructional strategies evidently improve on-task behavior and the effects could be maintained. 4. The effects of the instruction could be generalized and the effects of social validity was appropriate. Key words: on-task behavior functional assessment moderate mental retardation