An Action Research on Promoting Generalized Socail Skillof Students in Special Education Class Through Play

• Main Authors: Hsu, Peiwen, 許沛雯
• Other Authors: Yang, Tsung-Ren
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/06382073168379298479

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 99 === The purpose of this study was to explore the progress of generalized social skill for students in special education class through play in leisure curriculum, early study activities and finish class. The researcher taught students in seven kinds of play activities by the strategies of direct instruction, role playing, token reinforcement, social reinforcement, video feedback and structured teaching. The study helped students to raise learning motivation and increase opportunities to practice social skill through play. The findings and results in this study were as follows: 1. Students were promoted learning motivation through play feedback itself. 2. Students were promoted the ability of self-awareness by video feedback. 3. Appropriate reinforcement strategies promoted students learning motivation and effectiveness. 4. Apply elements of structured teaching on social skill instruction promoted the learning effectiveness for moderate-severe disability students. 5. Provide instruction across settings helped students to transfer learning effectiveness. 6. Provide instruction in nature and daily settings promoted generalized social skill for students. 7. Provide opportunities to a large quantity of social skill practice maintained the ability of social skill and promoted the frequency of performance for students.