聽覺提示策略對增進國小智能障礙學生獨立刷牙成效之研究

• Main Author: 鄭淑燕
• Other Authors: 賴翠媛
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/79961562998084820298

碩士 === 國立彰化師範大學 === 輕度障礙教育研究所 === 99 === The Effects of Auditory Prompting Strategy on Helping Intellectual Disable Students’ Independent Oral Care Abstract The purpose of this study was to investigate the effects of auditory prompting strategy on helping intellectual disable students’ independent oral care. A multiple probe design across subjects was adopted in this study. Three intellectual disable elementary students were selected from a self-contained classroom. Bass method of brushing was applied for task analysis, and portable audio was used to play each step for improving the percentage of accuracy and cleanness on oral care skills. Finally, we surveyed the teachers and parents to better understand their view points. The results of this study were as follows: 1. The auditory prompting strategy had effects on the acquisition of the percentage of accuracy and cleanness on oral care for all the participants with intellectual disabilities. 2. The auditory prompting strategy had effects on the maintenance of the percentage of accuracy and cleanness on oral care for all the participants with intellectual disabilities. 3. The teachers and parents kept positive attitudes toward using auditory prompting strategy on oral care training. Based on the results, the present research proposed several recommendations for the teaching, and further studies.