嵌入式教學對集中式特教班低口語自閉症學生科學探究學習成效之參與式行動研究

A Participatory Action Research on Using Embedded Instruction to Facilitate Science Inquiry Learning Effects of Students with Autism Spectrum Disorder with Limited Verbal Functioning in Self-Contained Classes

研究者和兩所學校的特教教師與教師助理員組成行動團隊，分別在兩個集中式特教班進行一年參與式行動研究與個案研究。本行動研究設計一套具有理論基礎的嵌入式教學方案，內容包含精確教學和輔助溝通介入策略與訓練材料，希望解決兩位低口語自閉症學生在集中式特教班的團體科學探究課程所遭遇的學習困境。教學行動實施後也經歷了調整，包括特教教師在團體科學探究課程組織與教學調整，以及在嵌入式教學方案中，強化教師助理員介入輔助溝通的策略、回應提示策略和褪除程序。資料蒐集來源包括質性與量化資料，分析採持續比較法和描述性統計。從行動歷程與成果發現，嵌入式教學行動方案能促進兩位自閉症學生在團體科學探究課程的參與性，習得科學詞彙與定義，以及部分單元的科學成就測驗已達精熟。進一步分析未達精熟的測驗題型是與理解實驗變因、推論、類化等題型有關，但仍發現隨著介入的單元數量，而有進步趨勢。最後提出未來研究與實務建議。

 

Two researchers and two special education teachers and paraprofessionals from two self-contained classes conducted a participatory action research combined a case study for one year. Based on the evidence-based practice, the embedded instruction format contained ex-plicit instruction and augmentative and alternative communication was designed in the action plan. The purpose of the research aimed to investigate the effectiveness of embedded in-struction implemented within a science inquiry curriculum with group instruction for two autisms with low verbal function. After implementation, the action plan was also redesigned. The redesign process involved changes to the organization and teaching strategies in the group science inquiry curriculum for teaches, and a comprehensive training on augmentative and alternative communication, response-prompting strategy, and fading procedure for paraprofessionals. The source of data collection embraced the qualitative data and the quan-titative data, and was analyzed by a constant comparative method and descriptive statistical analysis. The results demonstrated the embedded instruction plan can be used to promote science learning of autisms in group science inquiry curriculum, including an increase in the autisms’ levels of participation in the group science inquiry curriculum and acquired science terms and definition from embedded instruction, and reached mastery in the scientific achievement test of some units. The error analysis showed the questions about experimental variables, inference, and generalization. However, the data also showed an improvement with the number of units introduced. Implications for practice and suggestions for future research are also discussed.