| Summary: | 碩士 === 國立台北師範學院 === 特殊教育學系碩士班 === 93 === Abstract
This study was to investigate the effects of structured teaching strategies on enhancing the learning outcome of numerical concepts for young children with autism. In this study, the subjects, two young children with autism was evaluated by the A-B-A´ experimental design. A 12-week curriculum with visual prompt was developed and task organization for these children to learn the numerical concepts.
The results were as follows:
1. The designed curriculum has shown positive effects on learning numerical concepts for the subjects; furthermore, these two children have demonstrated maintained effects after the treatments.
2. The improvement of children’s learning ability suggested that the structured environments established in the study could facilitate instructors to teach numerical concepts for young children with autism.
Finally, suggestions for teaching autistic young children’s numerical concepts and future studies, based on the results and limits of this study were discussed.
Key words：structured teaching, numerical concepts, young autistic children’s.
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