The Effects of Self-instruction Strategy on Addition for Students with Intellectual Disabilities at Elementary School

• Main Author: 曾惠怡
• Other Authors: 唐榮昌
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/13962122450678220202

碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 103 === The research aimed to assess the learning outcomes of self-instruction strategy on addition of mathematics for students with intellectual disabilities at elementary school. Meichenbaum’s and Goodman’s (1971) self-instruction strategy was applied and single subject research design with multiple probes across subjects design was also adopted in this study.To explore the accuracy of addition on immediate effect and maimtenance effect ,the research targeted on three students with intellectual disabilities in order to proceed teaching experiment and evaluation. Finally,the data collected were analyzed by visual analysis.The research findings were concluded as follows: 1.Self-instruction strategy could improve the performance of students with intellectual disabilities at elementary school on addition immediately. 2. Self-instruction strategy had good maintenance effects on the performance of students with intellectual disabilities at elementary school on addition. 3.Students with intellectual disabilities at elementary school could learn self-instruction strategy.Good immediate and maintenance effects were made.