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Title: 自我教導策略對注意力不足過動兒童之教學效果研究
Authors: 周台傑;林玉華
Contributors: 特殊教育學系
Keywords: 自我教導策略;注意力不足過動症;不注意行為;閱讀理解;自由回憶;Self-instructional training;Attention deficit hyperactivity disorder
Date: 1996-06
Issue Date: 2011-12-14T06:52:31Z
Abstract: 本研究旨在探討自我教導策略對注意力不足過動兒童的不注意行為及閱讀效果之影響。研究採用單一受試實驗設計模式中跨個人的多基線設計,針對三名國小五年級注意力不足過動兒童,分三個時期五個階段進行實驗教學與評量。基線期時,只由教學者實施評量,處理期時,S1、S2、S3分別先後接受自我教導策略的教學,並於每次教學後接受評量,間隔六週後進入保留期,撤除教學,只實施評量。本研研自變項為自我教導策略的教學,依變項為自我教導策略的教學,依變項為自我教導策略的習得分數、不注意行為的次數、閱讀理解與自我回憶的分數。所得資料以目視分析與C統計分析進行處理,綜合研究結果如下:自我教導策略對注意力不足過動兒童在自我教導策略的習得分數、不注意行為次數與自由回憶分數上,均有顯著效果,且其效果至保留期仍持續維持;但對注意力不足過動兒童的閱讀理解分析未能產生顯著效果。
The purpose of this study was to investigate the effects of self-instructional training on ADHD children's inattentive behavior and reading. A multiple-baseline design across subjects was employed in the study, which included baseline, treatment, and maintenance phase. Three fifth-grade subjects were taught through self-instruction to focus their attention and to enhance their reading comprehension and free recall. The data were analyzed with visual inspection and C statistic. The results indicated: the self-instructional training succeeded in facilitating the ADHD children's scores of reading comprehension.
Relation: 特殊教育學報, 11:239-284
Appears in Collections:[特殊教育系所] 期刊論文

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