結合「下一個十元」與提示策略對高職中重度智能障礙學生付款技能之成效

• Main Author: 蘇儀婷
• Other Authors: 詹孟琦
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/72vzmv

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 102 === The purpose of this study was to explore whether three students with moderate to severe intellectual disabilities would increase their accuracies in paying their purchases after trained to use the next-ten-dollar (NTD) strategy with visual prompts. A multiple probe design across participants was used in this study, with the recruitment of three students with intellectual disabilities from a special high school. The number of correct steps in using the NTD strategy were collected and further analyzed with visual inspections. The results revealed several findings: (a) students’ accuracies in payments were increased after training, and students were able to maintain their accuracies in real settings; (b) students without counting skills were able to use the NTD strategy with the aid of stimulus prompts (visual prompts); and (c) the effect of learning was effectively improved with training in real settings and randomizing the amount of purchasing. Based on the findings, implications for practice and future research were further discussed.