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題名 | The Effects of Self-Instruction Strategy on the Time Spent on Putting-on-Shoes Behavior in One Student with Cerebral Palsy=自我教導策略對一位腦性麻痺學生穿鞋子時間的影響效果之研究 |
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作者 | 唐榮昌; | 書刊名 | 長庚科技學刊 |
卷期 | 6 2007.06[民96.06] |
頁次 | 頁75-83 |
分類號 | 529.89 |
關鍵詞 | 自我教導; 腦性麻痺; 穿鞋子; Self-instruction; Cerebral palsy; Put on shoes; |
語文 | 英文(English) |
中文摘要 | 本研究的目的旨在檢視自我教導的訓練對一位腦性麻痺學生穿鞋子行為的影響放果。使用單一受試研究法之多基準線跨不同情境的實驗設計來進行研究:以自我教導為自變項,以穿鞋子所花的時間為依變項。受試者歷經基準線階段、訓練階段、以及保留階段的評量,研究者則採用視覺檢查法來分析穿鞋子時間的資料。研究結果顯示:在學校情境,自我教導技能的獲得可以有效地減少該學生穿鞋子的時間,此外,撤除自我教導的介入後,穿鞋子的表現仍具有保留的效果;然而,在家庭情境,自我教導的訓練效果與保留效果並不顯著。最後,訪談老師與父母後發現,他們都對自我教導持有正向的態度,並證實該名學生穿鞋子的表現有 進步。 |
英文摘要 | The purpose of this current study was to examine the effects of self-instruction training on the performance of putting on shoes in one student with cerebral palsy. A single-case approach using multiple-baseline-across-settings design was conducted. The independent variable was the self-instruction training, and the dependent variable was the time spent on putting on shoes. The participant received the experimental phases of baseline, training processes, and maintenance. Visual inspection was employed to assess the effects of self-instruction training on this student in terms of the time he spent on putting on shoes. The results of this study showed that the acquisition of self-instruction skills decreased the time spent on putting-on-shoes behavior of this student at school settings. Additiona11y, the treatment effects could be maintained over time while withdrawing self-instruction training. However, the training effect and maintenance effect in self-instruction was not significant at home settings. Finally, both teachers and parents interviewed showed positive attitude toward the self-instruction, and confirmed the improvement on performance of putting on shoes in this student. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。