| Summary: | 碩士 === 國立臺東大學 === 特殊教育學系碩士在職專班 === 103 === The purpose of this study was to explore the immediate, maintenance, and generalization effects of functional monosyllabic words after receiving “Small-Unit Centered Recognition with Picture Integration Fading Teaching” and “Scattered Recognition with Picture Integration Fading Teaching” to students with moderate intellectual disabilities.
The research method was the alternating treatments design in the single-subject research. The subjects of this study were two elementary school students with moderate intellectual disabilities. Each student was taught by the two recognition teachings with centered and scattered word sets respectively, containing three different functional monosyllabic words from four-phase selection that meets both students’ and study’s needs. By counterbalanced design, the experimental teachings with two word sets were taught alternatively once a week for ten weeks.
Tests were given four weeks before teaching, during teaching intervention, and four weeks after teaching. The results were collected by self-designed evaluations of recognition effects and investigated by visual analysis and C-statistics. The study results were summarized as followings:
1.The two recognition teachings brought immediate effects of learning functional monosyllabic words to the two students with moderate intellectual disabilities. The “Small-Unit Centered Recognition with Picture Integration Fading Teaching” brought better effect to the student with more vocabulary.
2.The two recognition teachings brought excellent maintenance effects of learning functional monosyllabic words to the two students with moderate intellectual disabilities. There was no obvious difference between the two recognition teachings.
3.The two recognition teachings brought excellent generalization effects of learning functional monosyllabic words to the two students with moderate intellectual disabilities. There was no obvious difference between the two recognition teachings.
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