The effects of stimulus fading strategy on functional vocabulary instruction for students with moderate mental retardation

• Main Authors: Yu-Ling Chen, 陳鈺玲
• Other Authors: Mai-Feng Tsuang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/78537961897722060332

碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 95 === The Purpose of this study was to investigate the teaching effects of functional vocabulary by means of stimulus fading strategy on elementary school students with moderate mental retardation. The single subject research across subjects with multiple probe design was used. The subjects were three 9 to 12 years old elementary school children with moderate mental retardation. The independent variable was stimulus fading strategy. The dependent variables were the learning acquisition, maintenance, and generalization on functional vocabulary of the subjects. Data were collected on the three subjects during baseline, intervention, maintenance, and generalization phases. Visual analysis was used to analyze the effectiveness of the instructions with stimulus fading strategy. The observational analysis and social validity analysis using interviews with related individuals were also supplemented. Results of this study were summarized as followings : 1.The stimulus fading strategy was effective on functional vocabulary learning acquisition for students with moderate mental retardation. 2.The stimulus fading strategy was effective on functional vocabulary learning maintenance for students with moderate mental retardation. 3.The stimulus fading strategy was effective on functional vocabulary generalization for students with moderate mental retardation. 4.Interview with related individuals have indicated that this research have a high social validity.