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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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篇　　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
作者/編譯者	唐榮昌
刊　　名	長庚科技學刊
出版年/月	2007-6
卷　　數
期　　數	45884
頁　　次	75
出版單位	長庚學校財團法人長庚科技大學
類　　別
摘　　要	本研究的目的旨在检视自我教導的訓練對一位腦性麻痺學生穿鞋子行為的影響效果。使用單一受試研究法之多基準線跨不同情境的實验設計来進行研究：以自我教導為自變项，以穿鞋子所花的時間為依燮项。受试者壓經基準線階段、訓練階段、以及保留階段的評量，研究者则採用視覺檢查法来分析穿鞋子時間的資料。研究结果顯示：在學校情境，自我教導技能的獲得可以有效地减少該學生穿鞋子的時間，此外，撤除自我教導的介入後，穿鞋子的表现仍具有保留的效果；然而，在家庭情境，自我教導的訓練效果與保留效果显不顯著。最後，訪谈老師與父母後發现，他们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现有進步。 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. Additionally, 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.
檔　案	The Effects of Self-Instruction Strategy on the Time Spent on Putting-on-Shoes Behavior in One Stude