| Summary: | 碩士 === 國立屏東教育大學 === 教育心理與輔導學系 === 97 === This study aimed to investigate the effects of structured teaching on independent behavior and Pre-counting skills learning for a child with autism. The subject in this study was a first grader with multiple disabilities - autism, mental retardation, and attention deficit hyperactivity disorder - in an elementary school’s Resource Room.
The single subject research method was used with reversal experimental design, it consisted of two parts. The first was independent behavior, the second learning effects on Pre-counting skills. The social validity questionnaire analysis of teacher and Teacher assistant was included.
The main findings of the study were as the following:
1.Structured teaching could increase the subject’s independent behaviors.
2.Structured teaching also increase the subject’s Pre-counting skills learning effects.
3.The teacher and teacher assistant showed highly positive attitude towards student’s learning effects after the study was implemented. Structured Teaching could increase the subject’s independent behavior and his attention span. In addition, it also reduced his frequency of repetitive language.
According to the results of this study, several suggestions were made for further researches.
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