The Effect of Two Attention Training Activities before Class on The Learning Outcome of Elementary Students with Intellectual Disabilities

• Main Authors: Hung-Ru Chen, 陳虹儒
• Other Authors: Pei -Yu Chen, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/09917195078426940683

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 101 === The purpose of this study was to investigate the effects of two attention training activities before class on the learning outcomes of two elementary students with intellectual disabilities. An alternating treatment design was adapted in this study. The independent variables of this study were sustained attention training and selective attention training activities conducted before literacy instruction. The dependent variables of this study were students’ learning outcomes, including 1. Literacy performance, which was measured by the points students got in the self-developed assessment given right after literacy instruction. 2. Inattentive behaviors during literacy instruction, which was measured by a self-developed observation form using a partial interval system to record students’ behavioral performance. The major findings were summarized as follows: 1. Both sustained and selective attention training showed immediate effects on enhancing students’ literacy performance. The intervention effects, however, were influenced by students’ cognitive ability and literacy skills. Using sustained attention training as a follow-up intervention, the intervention still showed positive effects on the literacy performance of both participants. 2. Both sustained and selective attention training showed immediate effects on decreasing students’ inattentive behaviors. After comparing percent of intervals during which three types of inattentive behaviors were observed, the researcher found that sustained attention training showed more stable effects on decreasing inattentive behaviors. In the follow-up intervention phase, sustained iii attention training still had effects on decreasing target behaviors of both students. 3. Based on the results of interviewing general education teachers, it was confirmed that the intervention procedure and the intervention outcome of this study had social validity. Keywords: attention training before class, intellectual disabilities, learning outcome