可預測圖畫書教學對提升智能障礙兒童複句句型學習成效之研究

Learning Effects of Predictable Picture-Books Instruction on Complex Sentences for Children with Intellectual Disabilities

本研究旨在探討可預測圖畫書教學對智能障礙兒童複句句型學習之成效。研究方法採單一受試研究法之A-B-M設計，針對兩名智能障礙兒童進行18節課的教學介入，並透過研究者自編句型測驗蒐集資料。最後，將蒐集的資料整理，以目視分析進行資料處理，以探究教學介入之立即、維持與類化成效。本研究結果如下：一、可預測圖畫書教學對提升智能障礙兒童關聯詞填空句有立即及維持成效。二、可預測圖畫書教學對提升智能障礙兒童看圖重述句有立即成效，至於維持成效則不顯著。三、可預測圖畫書教學介入後，對一名智能障礙兒童在看圖自創句的表現有類化成效，另一名智能障礙兒童不具類化成效。根據以上結論，研究者提出幾點建議，供實務教學及未來相關研究之參考。

The purpose of this research was to explore the learning efficiency of children with intellectual disabilities on complex sentences through the predictable picture-books instruction. A single-subject A-B-M design was conducted for this study. There were 18 session interventions for two students with intellectual disabilities, and a sentence pattern test was used for data collection. The data were analyzed through visual analysis to investigate the immediate, maintained, and generalized effects. The following are the results of the study: 1. For children with intellectual disabilities, predictable picture-books instruction improves their related phrases filling in the blank performances with immediate and maintained effects. 2. For children with intellectual disabilities, predictable picture-books instruction improves their retelling sentences by observing pictures with immediate effect; however the maintained effect was not significant. 3. After predictable picture-books instruction, one child with intellectual disabilities had shown generalized effects on making sentences by observing pictures; but another child with intellectual disabilities had not shown the same results. The effective sentence pattern interventions and future studies were suggested based on the results of this study.