The Effects of Using Story Map as Prompting and Instructional Strategies on Oral Retelling for Students with Mild Intellectual Disabilities

故事圖作為提示和教學策略對促進輕度智能障礙學生口語重述成效之研究

葉芷呤(Chih-Yin Yeh)；陳明聰(Ming-Chung Chen)；陳思涵(Szu-Han Kay Chen)

story retell ； story map ； students with intellectual disabilities ； narrative ； 故事重述 ； 故事圖 ； 輕度智能障礙 ； 敘事

特殊教育學報

49期（2019 / 06 / 01）

93 - 113

英文

Improving oral narrative ability is one of the essential goals of speech and language therapy for children with intellectual disabilities (ID). This study aimed to investigate the effects of story map strategy on retelling for children with ID who had difficulties in oral narrative. Three 5th and 6th grade students with intellectual disabilities participated in the experiment. The multiple treatment design of single-subject research was adopted. Three conditions were manipulated, including (a) baseline: teaching with typical strategy and asking students to retell without story maps, (b) intervention B: teaching with typical strategy and asking students to retell with story maps, and (c) intervention C: teaching with story mapping strategies and asking students to retell with story maps. The accuracy of retelling, the total number of Chinese words (NW), and different Chinese words (NDW) were used as indicators to evaluate the performance of narrative. The results indicated that (a) the effect of using story map as a prompt is significant on increasing NW, but not on improving the accuracy of retelling and NDW of retelling, (b) the effect of adding story mapping teaching strategies during telling the story is significant on improving the accuracy of retelling and NW of retelling.

改善口語敘事能力是智能障礙兒童語言治療的重要目標之一。本研究旨在探討故事圖策略對有口語敘事困難之智能障礙學生的重述表現之成效。本研究以三位五、六年級的智能障礙學生為對象，利用單一受試研究法的多處理設計，操弄三種條件，分別是：基線期（A）－以一般方式教學並讓學生在沒有故事圖提示下重述；介入期（B）－以一般方式教學並讓學生在有故事圖提示下重述；介入期（C）－以故事構圖策略教學並讓學生有故事圖提示下重述。本研究採重述正確率、總詞彙數、相異詞彙數作為敘事表現的指標。研究結果指出，只使用故事圖提示下，總詞彙數有顯著的提升，但未能改善重述的正確率。而以故事構圖策略來教學並提供故事圖提示，則能顯著的改善重述的正確率和總詞彙數。研究者並依研究發現對未來研究提出相關建議。

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