| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 98 === The purpose of this study was to investigate the effects of self-instruction strategies on developing bus-riding skills for high school students with intellectual disabilities. Three participants age17 to20 were taught self-instruction strategies and to apply them for riding a bus. The experiment instruction lasted for ten weeks, six times a week. A multiple-probe across subject design of single subject research was used to examine the immediate, maintenance, and generalization effects of the experiment. Evaluation was based on the percentage of correct responses on “The assessment of participants’ acquiring of self- instruction strategies” and “The assessment of the effectiveness of self-instruction strategies on bus-riding performance”. The data were analyzed through visual inspection and simplified time-series analysis. In addition, error patterns were analyzed as well.
The findings of this study indicated that high school students with intellectual disabilities learned self-instruction strategies well and could apply them successfully to ride a bus. All participants could apply self-instruction strategies to take buses in three new routes and maintain well two weeks after the end of this study. The most often error types participants made were the selection of inappropriate bus number, waiting buses at wrong stations, and without checking the bus station sign when gets off a bus. The difficult situations participants met was getting off the bus at an unexpected bus station, however, they could solve the problems independently.
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