The Effects of Self-Instruction Strategy on Stereotyped Behavior of Students with Visually Impairment
碩士 === 國立嘉義大學 === 特殊教育學系碩士班 === 93 === This study attempts to investigate the effects of self-instruction strategy on stereotyped behavior of students with visually impairment. The multiple probe design across subjects of the single-case methodology was adopted with the self-instruction strategy as...
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| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2005
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| Online Access: | http://ndltd.ncl.edu.tw/handle/07571940180726253668 |
| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系碩士班 === 93 === This study attempts to investigate the effects of self-instruction strategy on stereotyped behavior of students with visually impairment. The multiple probe design across subjects of the single-case methodology was adopted with the self-instruction strategy as the independent variable and the percentage of stereotyped behavior as the dependent variable. The participants were three children of visually impairment with stereotyped behavior in the elementary school. Behavior data were collected during baseline, intervention, and maintenance phases. Visual analysis was mainly adopted to investigate the effects of the learning of self-instruction strategy and the improvement of stereotyped behavior for the students.
The major results of the research includes：
1. Students with visual impairment learned self-instruction strategy successfully.
2. Students with visual impairment learned the steps of self-instruction strategy easier than the content of self-instruction strategy.
3. Self-Instruction strategy reduced the percentage of stereotyped behavior immediately and it provoked self-correction behavior among one of these participant.
4. Self-instruction strategy was proved able to maintain short-term effects on reducing the stereotyped behavior. It needed time to examine its long-term maintenance effects.
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