增強策略在電腦輔助教學方案中對國小學習障礙兒童加法學習之影響

The Effect of Reinforcement Strategy on Computer Assisted Instruction Program in the Learning of Addition for the Learning Disabled Children

本研究旨在探討增強策略在電腦輔助教學方案中，對國小學習障礙兒童加法學習之影響。兩位受試均就讀國小二年級，受試一在瑞文氏非文字彩色智力測驗（CPM）得分17，等級為2，列為中下，魏氏兒童智力量表得分92。受試二在CPM得分15，等級為2，亦列為中下，魏氏兒童智力量表為76分。CPM及魏氏兒童智力量表智商雖低，但並未列為智能不足。在班上數學成績均為最後，雖為二年級，但對一年級教材的一位數加一位數進位加法感到困難，進而影響二年級數學教材之學習。由於學業成就與能力之顯著差距，屬於學業性學習障礙。實驗採用跨越受試者多基準線設計。以研究者自行設計的電腦加法軟體輔助學習，具有亂數出題，立即回饋、校正正確等諸多特性。並採用增強策略，激勵受試的學習動機。實驗結果顯示兩位受試在處理階段，均因增強因素之介入，而增進加法正確性與熟練程度，維持階段時，亦能繼續保持學習成果。證明兩人己確實學會一位數加一位數進位的能力。

The purpose of this study was to design a program of computer Assisted Instruction by researcher for increasing the addition ability of the learning disability children.Subjects were two children in elementory school, one boy and one girl. Both of them were eight years old, and lower at score of CPM and WISC, and were unable to perform addition problems.The experiment followed a multiple baseline design across subjects. Procedures were arranged as followed: (1) baseline phase: to record the percentaged of accuracy of addition no intervention. (2) reinforcement phase: there were point system and token system to stimulate the performance of addition. (3) follow-up phase: withdrawn intervention to see how the targt behavior changed as the result.Results indicated at reinforcement was added, the subjects' scores on both types of the problems gradually rose to 89% correct for boy and 56% for girl. When the reinforcement contingency was withdrawn, both subjects maintained their high level of performance.These results indicated that reinforcement not only increased the children's computational proficiency, but also improved the children's computational acquisition and accuracy.Based on above results, some implications disscussed and suggested for future research.