| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 101 === This study aims to investigate the learning effects of vocational high school students with intellectual disabilities, who apply self-instruction strategy on operation of cash registers.The participants were three vocational senior high first graders with intellectual disabilities. The learning process was intervened by self-instruction strategy.The study also used cue cards with pictures. A multiple probe design acrossbehaviors of single subject research was used in this study. The independent variable was the self-instructionstrategy and the dependent variables were the learning outcomes of operating cash registers, including skills and dictions, as well as that of self-instruction strategy.
The data obtained included the baseline, intervention, maintenance and generalization sessions. Visual analysis was used to analyze the effects, and social validity of interviewing with students.
The results of this study were as follows:
1.Self-instruction strategy was effectivefor the vocational senior high school students with intellectual disabilities to learnskills of operating cash registers.
2.Self-instruction strategy was effective for the vocational senior high school students with intellectual disabilities to maintain the learned skills of operating cash registers
after the intervention had been terminated.
3.Self-instruction strategy was effective for the vocational senior high school students with intellectual disabilities to generalize the learned skills of operating cash registers.
4.Self-instruction strategy was effectivefor the vocational senior high school students with intellectual disabilities to learndictions of operating cash registers.
5.Self-instruction strategy was effective for the vocational senior high school students with intellectual disabilities to maintain the learned dictions for operating cash registersafter the intervention had been terminated.
6.Self-instruction strategy was effective for the vocational senior high school students with intellectual disabilities to generalized the learned dictions for operating cash registers.
7.The vocational senior high school students with intellectual disabilities can use self-instruction strategy effectively.
8.Vocational senior high school students with intellectual disabilitiescan maintain the learning of self-instruction strategy.
9.Vocational senior high school students with intellectual disabilities can generalize the learning of self-instruction strategy.
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