探討以自製行事曆應用程式結合手持裝置介入國小中度智能障礙學生時間概念教學之成效

Evaluating Intervention using Shelf-made Schedule Apps with Handheld Device in Time-processing Ability of Students with Moderate Intellectual Disability in Elementary School

吳柱龍(Chu-Lung Wu)

中度智能障礙學生 ； 手持裝置 ； 行事曆應用程式 ； 時間概念 ； students with moderate intellectual disability ； handheld devices ； schedule apps ； time conception

特殊教育與輔助科技學報

8期（2015 / 12 / 01）

21 - 42

繁體中文

時間概念為身心障礙學生能否獨立自主的重要能力之一。本研究嘗試使用自製的行事曆應用程式結合手持裝置介入國小中度智能障礙學生時間概念教學，並分析其教學的立即成效與維持成效。研究對象為3位安置於國小集中式特教班的五年級中度智能障礙學生，研究方法採單一受試跨受試多試探實驗設計，自變項為使用行事曆應用程式結合手持裝置發展的時間概念教材，依變項為學生接受教學處理後時間概念的表現。時間概念教材依據學生的生活經驗與能力進行設計，分為時間覺知、時間定向及時間管理三部份。研究教材、教學流程與工具經過評分者間信度、流程一致性及專家效度的信效度檢驗。所得的資料以視覺分析及C統計進行處理與分析，研究結果統整如下：一、使用行事曆應用程式結合手持裝置進行教學，能提昇3位國小中度智能障礙學生的時間概念，具有立即成效。二、使用行事曆應用程式結合手持裝置進行教學，能提昇3位國小中度智能障礙學生的時間概念，具有保留成效。研究之結果可作為未來研究及臨場教師進行時間概念相關教學使用之參考。

The purpose of this study was to investigate the effect of using handheld devices with schedule apps on the time conception of students with moderate intellectual disability in elementary school. Three students were selected as participates under criteria and agreement of parents. A single-subject multiple probe across subjects design were used in this study. The independent variable was the programs coupled with handheld devices and apps. The dependent variable was the performance of time conception. All data were analyzed with visual analysis and graphic display. The major results were shown as follows: 1. There were immediate effects after programs intervention 2. There were maintaining effects after programs intervention According to the results, the suggestions to the instruction and further researches could be recommended.

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