| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 90 === The subject of this study was a student with mental retardation at a regular classroom. The purpose of this study was to investigate that whether the four target behaviors: the satchel-dropping incidence, the coat-dropping incidence, the tote bag-dropping incidence and the incidence of massing up the desk were improved after using the training curriculum which combined self-instructional strategies, cooperative learning and the reinforcement system. The ratio of every phase was the indication while the interviews with parents and resource teachers were references.
A multiple-baseline-across-behaviors experimental design was used in this study. There were baseline, treatment and maintain phases. During baseline there was no any treatment. The training curriculum combined self-instructional strategies, the reinforcement system and cooperative learning was taken during the treatment phase. Observation and recording were taken during the maintain phase. The study lasted for 3 months including 10 units of experimental teaching and the data were analyzed by graphic display and visual analysis.
To investigate the improvement of the target behaviors, the training curriculum was provided to the subject while the class as the unit and the lining education as the goal. The contents of the self-instructional strategies were self-awareness, cognitive restructuring. The contents of instruction were thinking-by-guiding, fading, games, role playing and flash cards. Cooperative learning included peer support, emulating, prompt, peer tutoring and positive competition. The reinforcement system included social, material, token and activity reinforcement.
The result of the study revealed that all target behaviors were improved and could be lasted after intervening the reinforcement system or the training curriculum. The satchel-dropping incidence was under 5 %, the coat- dropping incidence was under 10 %, the incidence of messing up the desk was under 17.5 %. The stability of the target behaviors was unstable exclusive of the satchel-dropping incidence. That might be resulted from the subject, the curriculum and the setting.
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