The Effects of the Self-Instructional Strategies on the Off-Task Behaviors of the Student with Mild Intellectual Development Disability and Attention Deficit Hyperactivity Disorder in Vocational High School

碩士 === 國立彰化師範大學 === 特殊教育系所 === 104 === The purposes of the study were to explore the effects on off-task behaviors by applying the self-instructional strategies on a student with mild intellectual development disability and attention deficit hyperactivity disorder. The participant was a student with...

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Bibliographic Details
Main Author: 吳如芳
Other Authors: 葉瓊華
Format: Others
Language:zh-TW
Published: 2015
Online Access:http://ndltd.ncl.edu.tw/handle/26331669576155952391
Description
Summary:碩士 === 國立彰化師範大學 === 特殊教育系所 === 104 === The purposes of the study were to explore the effects on off-task behaviors by applying the self-instructional strategies on a student with mild intellectual development disability and attention deficit hyperactivity disorder. The participant was a student with mild intellectual development disability and attention deficit hyperactivity disorder studying in the eleventh grade in a senior vocational high school in Tainan city. The changing criterion design was used in the study. The participant was taught by applying the self-instructional strategies for six weeks, twice a week, 20 minutes a time. Two self-developed research tools“Checklist of the Self-Instructional Strategies”and “Observation Sheet of the Off-Task Behavior” were applied for the participant. The datum were analyzed by using visual analysis to explore the situation about the reduction of the participant’s off-task behaviors in the classroom. “Teachers’, Peers’, and Participant’s Feedback Forms”were also collected to explore the social validity of the study. The results of the study were as follows: (1) The participant can acquire the self-instructional strategies through teaching;(2) Applying self-instructional strategies to decrease the participant’ s off-task behaviors in the classroom contributed to managing effectiveness, maintaining the positive effect and generalization outcomes in different course;(3) The self-instructional strategies to decrease the participant’s off-task behaviors promoted social validity. According to the results, the researcher proposed recommendations for teaching and future research.