| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系輕度障礙教育碩士班 === 104 === The purpose of this study was to explore the effects of self-instructional training on tooth brushing skills learning of students with moderate to severe intellectual disabilities in vocational high senior school. Multiple probe design across participants was used in the study. The subjects are three moderate to severe mental retardation students studying in the second grade of the special education school.
The independent variable was self-instructional training; the dependent variable was the percentages of accuracy on tooth brushing and teeth cleaning skills Cleanliness.
The researcher collected experimental data within baseline, treatment, and maintenance phase. After teaching for three experimental subjects, the subject of parents and the teacher, teacher assistants were interviewed in order to understand the views of respondents for this experiment teaching.
The results of this study are as follows:
1. Self-instructional strategy can effectively improve vocational students with moderate to severe mental retardation tooth-brushing skills of after meals learning outcomes.
2. Self-instructional strategy can effectively improve vocational students with moderate to severe mental retardation toothing-brushing skills of after meals maintenance.
3. The subjects, parents and staff give positive attitudes toward using the self-instructional strategy in tooth-brushing instruction.
Recommendations for the future research, the research were provided.
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