| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 91 === This study investigated the question of whether students with mental retardation improved in their social skills in the workplace after receiving video-assisted training. Two students with moderate-to-severe mental retardation in one special education high school in Central Taiwan were selected for investigation. The two students, who were enrolled in the senior-high vocational track in the school, were found having problems with their social skills while they were in practice in the community workplace. The problems included repetition of topics, inappropriate facial expressions and voice, failure to display good manner by saying “welcome” to customers, inability to participate actively in work-related activities among crew, meddling, walking around and not focusing on their work, and inability to concentrate on their work.
Taking these problems into consideration, the researcher used multiple video materials to improve subjects’ social skills. Three target behaviors of the two subjects were identified. For one of the subjects, the target behaviors were (a) conforming to the work procedures, (b) cooperation, and (c) using time effectively. For the other subject, the target behaviors were (a) conforming to the work procedures, (b) cooperation, and (c) participating actively in interpersonal communication. To improve their social skills in the workplace, they were trained with the video materials.
The effect of video-assisted training was evaluated in the multiple baseline design across behaviors, which is used for single-subject experimental design. The independent variable was the social skills training, i.e. video-assisted training, while the dependent variable was the subjects’ social skill performance. Each target behavior was subjected to the experimental treatment which went through the baseline stage, the intervention stage, and the maintenance stage.
Subjects’ learning process during the training was video-recorded, after which their social skill performance in the workplace was also recorded for 30 minutes. The researcher watched the videotapes, observed subjects’ behaviors, and kept a record of their behaviors on the record sheet. In the training, subjects were asked to identify problem behaviors and to make judgments about whether and how the behaviors were inappropriate. They were also shown the appropriate behaviors demonstrated by the crew members in the video materials. Then they were asked to practice the appropriate target behaviors, followed by self-check.
Data analysis focused on identifying the patterns of behavioral change within and across individual stages. In addition, to have a broader understanding of the impact of the training, the researcher also interviewed subjects, teachers, and crew members in the workplace. As such a certain degree of social validity was also established.
The results were as follows:
1. The video-assisted training had an immediate effect on the two subjects in terms of the three target social skills in the workplace.
2. A maintained effect of the video-assisted training was found for the two subjects in terms of the three target social skills in the workplace.
3. A generalized effect of the video-assisted training was found for the two subjects in terms of the three target social skills in the workplace.
4. The video-assisted training gained recognition from the two subjects, the teachers, and crew members in the workplace.
Finally, the researcher proposes the following suggestions:
1. Teachers can use video materials and direct students’ attention to the distinction between appropriate behaviors and inappropriate ones as they watch in the videotapes. The teachers are thus able to give immediate feedback to the students if they show any inappropriate behaviors in their practice.
2. Teacher can use functional evaluation of behavioral problems because it is helpful for understanding functions of behaviors and taking appropriate intervening action.
|
|---|
