| Summary: | 碩士 === 中原大學 === 教育研究所 === 98 === The primary purpose of this study is to investigate the effects of pictures books on promoting the social skills of junior high school students with intellectual disabilities. Three students with moderate intellectual disabilities participated in this study. They were selected from a self-contained class of a public junior high school located in Taoyuan, Taiwan. A multiple-probe-across-subjects design was used in the study. The independent variable was the picture-books instruction, whereas the dependent variable was students’ performance of social skills measured by a self-developed scale. The picture-books instruction was implemented for 10 weeks in which students received two 45-minute sessions of instruction. A total of 10 picture-books scenarios were developed in this study and were used to teach students appropriate social skills. Effects of the pictures-books instruction were assessed by measuring participants’ scores on the scale of social skills across the entire experimental phases and by interviewing participants’ parents, and teachers. With respect to participants’ scores on the baseline, intervention, and maintenance phases, visual analyses and C statistics were used to examine whether participants demonstrated improved performance and statistical significance of improvement, respectively. Results showed that before instruction, all participants showed very limited social skills. However, after receiving picture-books instruction, all participants demonstrated immediate improvement and was able to maintain the skills they learned. parents, and teachers interviewed also indicated that the three participants’ social skills improved. Based on the results of this study, suggestions were further provided for teachers, parents, as well as prospective researchers who intend to conduct similar research.
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