「自我教導策略」教學對國小「中度智能障礙學生」的工作態度與習慣之成效

The Effects of the Instruction of the Self-Instruction Strategy on the Work Behaviors and the Work Performance of Three Elementary-School-Students with Moderate Mental Retardation

本研究旨在探討自我教導策略教學對增進三名國小中度智能障礙學生工作態度與習慣之影響。研究設計採單一受試研究法(single subject research)之多探試跨受試設計(multiple-probe across subject design)。經過11週的教學實驗，在基線期、教學期與保留期蒐集之各項資料，以目視法及C統計考驗加以分析。研究結果顯示這三名國小「中度智能障礙學生」在標的活動和類化活動有如下的表現：1. 這三名學生皆可以習得自我教導策略教學，包括：自我教導策略使用情形與自我教導策略使用的品質皆有提升。2. 「自我教導策略」教學可以增進這三名學生的主動工作態度與守時工作習慣。3. 上述的教學成效(自我教導策略使用、自我教導策略使用的品質、主動工作態度與守時工作習慣)在保留和類化上，都有顯著效果。4. 「自我教導策略」教學也可以增進這三名學生的工作效率之保留和類化效果。

The 11-week study investigated how well the instruction of the self-instruction strategy could improve three students’ work behaviors and work performance. The multiple-probe across subject design was used in the study. Three phases were included; that is， baseline， treatment， and follow-up phases. A 4-week instruction were conducted during the second phase. The three participants， aged from 10 to 11， have moderate mental retardation and were enrolled in the self-contained special classes of an elementary school. Data were collected for their work behaviors (i.e.， self-initiation and on-time) and work performance (i.e.， work efficiency) in both the instruction-target work and the generalization work. The techniques of the visual inspection and the C statistic test were applied to the data analysis. Positive outcomes were found and are detailed in the following. 1. All the three students acquired the self-instruction strategy in terms of the usage and its quality. They also show the generalization by applying the learned strategy to their generalization work. 2All the three students gained benefits from the instruction of the self-instruction strategy， reflected on the significant improvement of work behaviors (i.e.， self-initiation and on-time) and work performance (i.e.， work efficiency).