The effects of Da-Yi Input as a teaching strategy on word recongnition of the elementary school students with mental retardation

• Main Authors: Chao-Ming Yu, 俞昭銘
• Other Authors: Shu-Hui Wang
• Format: Others
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/67196639450457997180

碩士 === 國立東華大學 === 特殊教育學系 === 104 === The study aimed to investigate the effects of Da-Yi Input as a teaching strategy on word recongnition of the elementary school students with mental retardation. The subject of the study were two forth-grade students. One had received special education services and was in a regular classroom, the other had placed in the special education class. The single-subject experiment with multiple-probe design was employed in the study. The independent variable was the intervention of Da-Yi input as a teaching strategy, while the dependent variables were the accuracy rate of the literacy tests.made by the researcher. The experiment included probe 1, intervention 1, probe 2, intervention 2, probe 3, intervention 3 and probe 4. Results from these tests became data analyzed by cisual analysis and C Statistics. The subjuets’ teachers and their mothers were asked to complete questionnaires as the social validity of the integrated program of intervention. The results of the study were as follows: 1. The intervention of Da-Yi input could promote the accuracy rate of the word recognition tests of “choosing correct pronunciation” of the elementary school students with mental retardation. The effects on each subjects continued after discontinuing the interventions. 2. The intervention of Da-Yi input could promote the accuracy rate of the word recognition tests of “dictation quiz” of the elementary school students with mental retardation. The effects on each subjects continued after discontinuing the interventions.