The Teaching with Situational Pictures on Improving Comprehensive Ability of Complex Sentences for Children with Mild Intellectual Disabilities in Elementary School

• Main Authors: Chang, Sheng-Yi, 張聖怡
• Other Authors: 張世彗
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/mr3c52

碩士 === 臺北市立大學 === 特殊教育學系身心障礙教育教學碩士學位班 === 105 === The purpose of this study was to investigate the effectiveness of The Teaching with Situational Pictures to improve complex sentences comprehensive ability of elementary children with mild intellectual disabilities. A single-subject experimental design of multiple probe design across subjects was used to evaluate the effects. And the participant was three elementary fifth-grade children with mild intellectual disabilities. The independent variable was The Teaching with Situational Pictures, and the dependent variable was the ability of complex sentences comprehension, including two evaluation of the degree. The major findings were summarized as follows 1.For elementary children with mild intellectual disabilities, The Teaching with Situational Pictures could improve related phrases with immediate and maintained effects. 2.For elementary children with mild intellectual disabilities, The Teaching with Situational Pictures could improve sentence interpretation with immediate and maintained effects. Key words: The Teaching with Situational Pictures, Children with Mild Intellectual Disabilities, Comprehensive Ability of Complex Sentences