A Study on the Effects of Oral Scaffolding Instruction with Board Game on Oral Expression for Elementary with Intellectual Disability

• Main Authors: CHEN,SIOU-LING, 陳秀菱
• Other Authors: KO,CHIOU-SHIUE
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/27687325432976340383

碩士 === 國立臺北教育大學 === 特殊教育學系碩士班 === 104 === The purpose of this study was to explore the learning effects on oral expression of students with intellectual disabilities by oral scaffolding instruction with board game. The subjects were three students with intellectual disabilities from an elementary school. The multiple probe design across subjects from the single subject experimental design was used to evaluate the effects. The independent variable was using oral scaffolding instruction with board game, and the dependent variables were numbers of total words, numbers of different words, numbers of total sentances and mean length of utterance. The language samples were collected and analyzed by using visual analysis and simplified time-series analysis to elucidate the instant learning effects and maintenance effects. The findings of this study were as follows: 1. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of total words”. 2. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of different words”. 3. The oral scaffolding instruction with board game could improve and maintain the performance of students with intellectual disabilities in the oral expressive of “numbers of sentances”. 4. The oral scaffolding instruction with board game could maintain the performance of students with intellectual disabilities in the oral expressive of “mean length of utterance”,but three students showed different levels of instant effects.