隨機教學對中度智力障礙兒童自發性口語溝通行為之成效研究

Study on the effect of Incidental Teaching on the spontaneous oral communication behavior of children with moderate intelligence disorders

本研究旨在探討隨機教學對中度智力障礙兒童自發性口語溝通行為的成效。研究採用單一被試A-B-A撤回實驗設計，在特殊教育學校的自然情境下，選取一名15歲的低口語表達能力的中度智力障礙為研究物件，進行為期42天的介入。研究者通過在各種精心設計的自然情境中教導個案功能性的口語溝通內容，培養其自發性口語溝通能力。研究資料以目視分析的方法加以分析，輔以其他觀察資料及社會效度分析，以瞭解隨機教學對自發性口語溝通行為的影響。結果得出，隨機教學能促進中度智力障礙兒童的自發性口語溝通行為，具有良好的社會效度。

The purpose of this study was to explore the effect of Incidental Teaching on the spontaneous oral communication behavior of children with moderate intelligence disorders. Using a single A-B-A withdrawal experiment design, a 16-year-old with moderate intelligence disorder with low oral expression ability was selected for a 42-day intervention in the natural context of special education schools. The researchers developed their spontaneous oral communication skills by teaching the functional oral communication content of individuals in a variety of well-designed natural situations. The research data were analyzed by visual analysis, supplemented by other observational data and social validity analysis, to understand the impact ofimmediate teaching on spontaneous oral communication behavior. The results showed that Incidental Teaching could promote the spontaneous oral communication behavior of children with moderate intelligence disorder, and had good social validity.