The Effects of General Case Programming on Learning Functional Signs for Special School Students With Intellectual Disabilities

• Main Authors: WU, YA CHEN, 吳雅楨
• Other Authors: 詹孟琦
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/cv7n94

碩士 === 國立彰化師範大學 === 特殊教育學系 === 106 === The purpose of this study was to examine whether general case programming would improve the functional sign reading skills of special school students with intellectual disabilities. The study adopted a single subject experimental design called“multiple probe design across behaviors”, with one student from a special high school participating in the study. Using general case programming as the intervention, percentages of correct responses on reading functional signs were collected and further analyzed via visual analysis. The results revealed three major findings: (a) the participant was able to improve and maintain his accuracies in reading functional signs after implementing general case programming; (b) with the intervention, the student also could generalized his functional sign reading ability in community settings ; and (c) teachers and parents all approved the effectiveness on improving the student’s functional sign reading ability. After further discussion, it indicated that using general case programming with community stimulated instruction & community referenced instruction would effectively improve functional sign reading ability of students with intellectual disabilities. However, the design of general case programming takes time, recommendations for future research are that teachers can prepare courses together through teacher professional learning community, which may improve its applicability.