以圖像式教材為鷹架指導智能障礙兒童學習口述照樣造句之研究

A Study on the Graphical Teaching Material as a Scaffolding for Oral Sentence-making in Children with Intellectual Disabilities

本研究目的在探究以圖像式教材為鷹架，指導智能障礙兒童學習口述照樣造句之成效。研究動機在於解決智能障礙兒童口語表達句型不完整與詞彙變化少的情形。本研究以立意取樣方式選取兩名國小智能障礙兒童為受試對象並採用單一受試跨情境多探試實驗設計。自變項為圖像式教材，依變項為智能障礙兒童口述照樣造句之主詞、地方副詞、賓詞三者的語詞替換能力之學習效果。本研究主要發現敘述如下：一、智能障礙兒童經圖像式教材介入後，能有效提升其口述照樣造句之主詞替換次數；二、智能障礙兒童經圖像式教材介入後，能有效提升其口述照樣造句之地方副詞的替換次數；三、智能障礙兒童經圖像式教材介入後，能有效提升其口述照樣造句之賓詞的替換次數。亦即，藉由運用具體的圖像式教材，可幫助智能障礙兒童學會正確之句型架構及語詞替換。最後，依據研究結果，建議現場教師可以圖像化的方式設計教材，將不同科目的學習內容作為語詞資料庫，逐步擴充學生口語表達能力。

The purpose of this study is to investigate the effectiveness of graphical teaching material scaffolding strategy on children with intellectual disabilities’oral sample sentence making. The motivation of the research is to solve the situation of incomplete spoken sentence patterns and few vocabulary changes in children with intellectual disabilities. The study utilized a single-subject cross-behavioral multi-baseline experimental design. Two elementary school children with intellectual disabilities were selected as the subjects of this study. The independent variable was the graphical teaching material, and the dependent variable was the intervention effect on the verbal substitution of subject, local adverb, and object in the oral sample sentence making of the children with intellectual disabilities. The main findings of this study are described below: I. After the intervention of graphical teaching material,, the number of subject substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. II. After the intervention of graphical teaching material, the number of local adverb substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. III. After the intervention of graphical teaching material, the number of object substitutions in the oral sample sentence making of children with intellectual disabilities can be increased effectively. Through the use of specific graphic teaching materials, it is possible to help children with intellectual disabilities learn the correct sentence structure and word replacement. Lastly, recommendations for future research based on the findings are made and the limitations of this study are also explained.