| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系所 === 100 === In order to explore whether integrating Interactive White Board into instruction would improve functional English vocabulary, a multiple probe design across behaviors was used in this study, using three junior high students with mild intellectual disabilities. Functional English vocabulary were first identified from textbook, and then selected by experts. To identify functional vocabulary for each student, the participants and their parents chose their own targeted words; observation vocabulary refers to other students’ target words. Data were collected on percentages of accuracy on target and observational words, as well as research notes and the perceptions of parents and students regarding this study, and then were analyzed using visual inspection. There were two major findings from this study: (a) integrating Interactive White Board into instruction effectively increased the acquisition of functional English vocabulary, not on maintaining those vocabulary; (b)parents and students all held positive attitudes toward the intervention. Based on the findings, implications for future practice and research were discussed.
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