| Summary: | 碩士 === 國立屏東教育大學 === 特殊教育學系 === 97 === The purpose of this study was to investigate three sides: (a) mentally retarded student as a teacher in this program (b)the effects of earning leisure skills (c)observe the difficulties of the mentally retarded student in leisure skills after school hours and propose solutions
All of the four target students were from self-contained special education class on the same age. They are assigned to two pairs, while two tutors and two tutees were enrolled in the courses. The tutors taught the tutees to play Cyberyenga, bowling and Bingo Games one on one. A single-subject multiple baseline design across-behaviors was used in this study. The researcher used checklists and words description to evaluate the training effects. According to the task analysis of the multiple opportunity probe records, the researcher reach the visual analysis in the leisure skills and explain it .
The result of this study indicated that:
一、 The peer tutoring program could improve the mentally retarded student to the ratio reached in playing Cyberyenga ,bowling and Bingo Games, while adopt standards and achieve a trend stability also in the keeping period. Analysis the reaching of social, cognitive, motor skills, the researchers find that the peer tutoring program could enhance the treatment and maintenance effects of the tutees.
二、 The tutees in Junior Middle School adopted standards of all the courses after peer tutoring program, showing the learning effectiveness of immediate; at the same time the tutors adopted standards of the performance of teaching skills, showing maintenance effects.
三、 Mentally retarded students in Junior Middle School are reluctant to participate in peer teaching content of the playing Cyberyenga ,bowling and Bingo Games, their activity remains go strolling rough-and-tumble play. They may have difficulties in participating in leisure activities after the school hours because they disgust the games after the excessive number of teaching and measurements; the students who were easy to do other matters in the shorter time after school hours lack intrinsic motivation. According these difficulties, we may change the content of the leisure activities, set up the reinforcement system and adjust the time-table to increase their activities.
Suggestions for pedagogical application and future research were also proposed in this study based on the results.
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