自我教導策略對情緒障礙學生社會能力效果之研究

• Main Author: 林怡汎
• Other Authors: 魏俊華
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/98650363584715484042

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