| Summary: | 碩士 === 國立臺東大學 === 教育研究所 === 93 === Research on Emotional Handicapped Students from Strategy of Self-instruction Related to Performance of Social Ability
Abstract
The purpose of this research is to discuss whether emotional handicapped students would improve their social ability after they receive self-instruction.
This research is adopted from emotional handicapped students of fifth grade as testee; furthermore, the single-subject design and multi-baseline across behavior are the methods of this research, which means an argument is strategy of self-instruction, and the variable is percentage of performance of social ability.
The objects of this research includes: concentration behavior, solution of social problem, interact of same generation. The experimentation process is separated into four periods — baseline period, intervening period, reserving period, and tracking period.
First, in learning of self-instruction, the steps of self-instruction are learned and applied from examinate emotion disability students.
Second, in performance of teaching, emotion disability students have improved their social ability from strategy of self-instruction during education.
Third, in maintaining of teaching performance, after done with teaching, the teaching performance of goal behavior can be maintained, including short-term retain and long-term retain.
Combining above conclusion, researcher proposes specific suggestion for teaching and future research.
keywords: self-instruction、emotional handicapped、concentration behavior 、solution of social problem、interact of same generation
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