| Summary: | 碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 102 === In this study, the multiple-baseline design across behaviors of the single subject design was adopted. This study investigated the effectiveness of Social Story Instruction as a treatment to decrease off-task behaviors of elementary school students with Asperger syndrome. The student is a fifth grader with Asperger syndrome who had received a special education placement in a regular classroom. Observation data were collected on the two behaviors during baseline, intervention and maintenance phases, lasting for 6 weeks. The independent variable of this study is the program of social story. The dependent variable is the conditions on two target behaviors, including doing irrelevant matters in class, and looking at irrelevant things in class. Data were analyzed mainly by visual analysis and interviews,and were included by the percentage of behaviors and interview data. The research findings are as follows :
1. The effects of social story intervention on off-task behavior“doing irrelevant matters in class”of elementary school students with Asperger syndrome shows immediate effects and maintain effects.
2. The effects of social story intervention on off-task behavior“looking at irrelevant things in class”of elementary school students with Asperger syndrome shows immediate effects and maintain effects.
3. The effects of social story intervention on off-task behavior of elementary school students with Asperger syndrome shows a good social validity.
On the basis of the results in this study, recommendations for the instruction and future research were provided.
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