應用視覺提示策略干預重度智障兒童排隊行為之個案研究

A Case Study on Applying the Visual Support Strategy to Intervene the Line-up Behaviour for Child with Severe Intellectual Deficit Disorder

本研究採用A-B-A-B研究設計，運用視覺提示策略對在特殊教育學校二年級就讀的一名10歲重度智力障礙兒童進行干預，探討該方法對於改善重度智力障礙兒童排隊行為的實際效果。在進行研究介入之前，研究者通過觀察、訪談以及查詢資料等方式，對個案的基本資料以及相關資訊進行收集，為研究的順利開展與進行作好準備。本研究過程分為四個階段：基線期（A1）、處理期（B1）、撤除基線期（A2）以及再處理期（B2），為期一個月。研究結果表明：研究者通過應用視覺提示策略對個案進行干預後，能說明其理解周邊環境資訊，並有效地減少其排隊時間，提升個案排隊的主動性和獨立性，為減輕班主任班級管理工作壓力作出貢獻。

This study used the A-B-A-B reversal experiment design in a single subject to use a visual cue strategy to intervene in a 10-year-old child with severe intellectual deficit disorder who was enrolled in the second year of a special school to explore the method for improving the line-up behaviour of children with severe intellectual deficit disorder ofthe actual effect. Before conducting the research intervention, the researchers collected the basic information and related information of the case through observation, interviews and query data to prepare for the smooth development and implementation of the research. The study process is divided into four phases: the baseline phase (A1), the treatment phase (B1), the withdrawal baseline phase (A2), and the reprocessing period (B2) for a period of one month. The research results show that the researchers can help him understand environmental information by applying visual prompt strategy, and effectively reduce his line-up time, improve the initiative and independence of case line-up。