A Study of Multisensory teaching on improving Cognitive performance for Children with Intellectual disabilities

• Main Authors: Hui-Yen , Wang, 王惠嬿
• Other Authors: WEI,JYUN-HUA
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/z6w3kd

碩士 === 國立臺東大學 === 進修部暑期特教碩士班 === 104 === A Study of Multisensory teaching on improving Cognitive performance for Children with Intellectual disabilities Hui-Yen , Wang Abstract This study discussed the efficacy of Multisensory teaching on cognitive performance for children with intellectual disabilities. The participant is a five-year and-three-month-old child with intellectual disabilities from special educational kindergarten. A multiple probes design across behaviors of single-subject experimental design was implemented. The independent variable was Multisensory teaching, and the dependent variables were immediate result of cognitive learning outcomes, the maintain results of cognitive learning outcomes, and the reaction of parents and teachers attitude toward intervention of Multisensory teaching. In this study, visual analysis, C statistical validity and social validity analysis were used to explore the experimental results and to understand the effectiveness of their teaching. The following are the main research findings: 1. Applying Multisensory teaching on the child with intellectual disabilities can observably increase the ability of color recognition, shape recognition, and understanding the concept of adjectives. 2. After Multisensory teaching has been applied on the participant, the improvement on the ability of color recognition, shape recognition, and understanding the concept of adjectives can remain good performance. 3. After applying Multisensory teaching, the parents of the child and the teachers who participated in this study all showed positive feedback. Base on the conclusion described above, the study may provide some teaching advice for the future studies.