The Effects of Total Physical Response on English Listening Comprehension for Students with Attention Deficit Hyperactivity Disorder in the Elementary School

• Main Authors: Yang Nai-Yen, 楊乃燕
• Other Authors: 鄭麗月
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/89539248934060582840

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 97 === The purpose of this study was to investigate the effects of Total Physical Response (TPR) on English listening comprehension for students with attention deficit hyperactivity disorder in the elementary school. An A-B-C design of single-subject experimental design was used to evaluate the effect. The independent variable was Total Physical Response. The dependent variable was listening comprehension. The participants in this study were five students with Attention Deficit Hyperactivity Disorder, aged from 8 to 10. Each student took a set of English courses for 12 times, 40 minutes per time. Testing records were collected during the baseline, intervention, and maintenance phases. The data were analyzed by using visual inspection techniques. The results of this study are as follows: 1.The immediate effects of TPR on listening comprehension for students with attention deficit hyperactivity disorder in the elementary school were found in this study. 2.The maintaining effects of TPR on listening comprehension for student A, student B, student D and student E found, while the maintaining effects for student C have not been proved yet. According to these findings, recommendations for teachers, school administrators and future research were discussed.