Effects of Self-instruction Strategy on the Inappropriate Verbal Behavior of Students with Mild Disabilities

• Main Authors: Liu, Ching-Shan, 劉瑾珊
• Other Authors: Tang, Jung-chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/84882543485867104504

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 96 === The purpose of this study aimed to investigate the effects of self-instruction strategy on inappropriate verbal behavior of three sixth-grade elementary students with mild disabilities. The multiple-baseline design of single subject research was adopted in this study. Two out of these three participants were students with learning disabilities and the other one was a student with mild mental retardation. The former were adopted as multiple-baseline design across subjects, and the latter was adopted as multiple-baseline design across settings. The independent variable of this study was the self-instruction strategy, and acquirement of the self-instruction strategy and the inappropriate verbal behavior were dependent variables. This study including baseline, treatment and maintenance phases persisted for eleven weeks. The technique of the visual inspection was applied to the data analysis. The data collection included the check list of teaching processes, acquiring self-instruction strategy, numbers of inappropriate verbal behavior, and evaluation of the study effects. The results of this study were as follows: 1.Students with mild disabilities could learn the self-instruction strategy and applied it. 2.Self-instruction strategy had intervention effects on reducing inappropriate verbal behavior of the students with mild disabilities. 3.Self-instruction strategy had maintained effects on reducing inappropriate verbal behavior of the students with mild disabilities. 4.Regular classroom teachers were perfectly satisfied to intervention effects of self-instruction.