本研究目的旨在探討以自我監控策略教導高職部中度智能障礙
學生完成任務之成效。研究方法採單一受試之跨受試多探試設計，研
究對象為三名中度智能障礙學生，皆容易因為外在事物的干擾而分心，
以至於無法順利完成課堂任務。研究者於正式研究之前先進行試探性
研究，並且依照試探性研究之結果修正研究工具與教學方案。正式研
究期程包含基線期、介入期、維持期及類化期兩階段，實驗期間共進
行約15週，以目視分析法及C統計進行資料分析。研究結果發現自我
監控策略對高職部中度智能障礙學生完成課堂任務具有顯著的立即
成效、維持成效以及類化成效。表示研究對象透過自我監控策略可以
完成不同類型的課堂任務。研究發現視覺提示結合口訣是引導研究對
象應用自我監控策略之關鍵，使研究對象易於使用策略完成不同類型
的任務。研究也顯示研究對象自己選擇目標時有其特定的考量，選擇
自己欲完成的任務將會提高學習動機。另外，研究對象之個別差異證
實自我監控策略是可施行的教學，也提醒教師策略本身即可以增強目
標導向的行為，不需要具體的增強物。因此增強物之必要與否需要針
對研究對象之學習動機進行調整。最後，依據研究結果與討論提出教
學實務上的建議以及未來研究上的建議。

The purpose of this study was to examine the effectiveness of using a self-monitoring strategy to increase the completion of classroom tasks for senior high school students with moderate intellectual disabilities. This study employed a multiple-probe-across-subjects design. The participants were three students with moderate intellectual disabilities who could not complete the tasks required by their courses because of distractions caused by ambient disturbances.The researcher first conducted a pilot study to test the teaching materials and methods, which were subsequently modifying according to the results.Data were collected during the baseline, intervention, maintenance, and two-phase generalization phases for 15 weeks. A visual analysis and C statistics were used to analyze the effect of the self-monitoring strategy. The primary result of the study is that the self-monitoring strategy was effective during the intervention, maintenance, and generalization phases.Thus, by using the self-monitoring strategy, the participants were able to guide themselves to complete the different types of tasks. This study showed that the pertinent factors of guiding the participants to use the self-monitoring strategy were visual prompts and rhymes. By using these factors, the participants were able to apply the strategy to complete multiple tasks easily. This study also indicated that the participants`differential decision-making and reasoning behaviors could increase their motivation for learning. Additionally, the self-monitoring strategy is easy to learn and effective across diverse participants and tasks. Finally, the results serve as a reminder for teachers that the self-monitoring strategy leads to heightened awareness of on-task behaviors and subsequent improvement without tangible reinforcements; therefore, the necessity of reinforcements is determined by the motivation of participants. In accordance with the results, practical suggestions are provided to aid teachers in applying the strategy.

參考文獻
一、中文文獻
毛淑芬（2008）。自我管理策略在注意力缺陷過動症學生之應用。特殊教育叢書，9701，107-120。
王麗淳（2012）。影像示範教學及自我管理策略對增進成人自閉症者分享訊息之成效研究(碩士論文)。取自臺灣博碩士論文知識加值系
統。
身心障礙及資賦優異學生鑑定辦法(民 102 年 09 月 02 日)。
杜正治（2010）。單一受試研究法。臺北：心理。
何素華 (2013)。新修訂特殊教育課程綱要實施之挑戰與因應措施。特殊教育季刊，126，1-8。
何華國（2014）。啟智教育研究。臺北：五南。
沈翠蓮（2008）。教學原理與設計。臺北：五南。
林久鈺（2008）。後設認知解題策略對國小輕度智能障礙學童解時間應用題之成效(碩士論文)。取自臺灣博碩士論文知識加值系統。
林秀奇、鳳華（2010）。自我管理訓練增進成年自閉症者職場社會技能之成效研究。身心障礙研究季刊，8(4)，256-274。
林育毅、王明泉、唐榮昌（2008）。運用自我管理及家長參與對數學低成就學生數學家庭作業的完成率及正確性增進之研究。東台灣特殊教育學報，10，47-69。
林香蘭（2013）。自我管理策略對提升高職重度多重障礙學生工作技能之研究(碩士論文)。取自臺灣博碩士論文知識加值系統。
林惠芬（2009）。智能障礙者教育。載於新特殊教育通論（頁137-160）。臺北：五南。
陳心怡、林坤燦、廖永堃（2005）。智能障礙兒童之WISC-III認知特性研究。特殊教育研究學刊，28，97-122。106
陳淑芬（2010）。自我管理教學方案對國小智能障礙學生餐後清潔工作技能學習成效之研究。取自臺灣博碩士論文知識加值系統。
陳麗如（2008）。身心障礙學生教材教法。臺北：心理。
涂瑞臻（2006）。直接教學模式及自我監控策略對國小六年級數學低成就學生數學學習成效探討(碩士論文)。取自臺灣博碩士論文知識加值系統。
莊令如、唐榮昌（2011）。應用自我管理策略改善自閉症學童分心行為。特教論壇，11，74-81。
教育部（2000）。高級中等學校特殊教育班職業學程課程綱要。臺北：教育部。
教育部（2014）。高職教育階段特殊教育課程發展共同原則及課程綱要。臺北：教育部。
張美華、簡瑞良（2012）。自我監控策略在身心障礙學生學業與行為問題之應用。特殊教育季刊，122，22-23。
張譯尹（2010）。自我管理策略對國中智能障礙生服從工作指令成效之研究(碩士論文）。取自臺灣博碩士論文知識加值系統。
曹瑞蘭（2008）。自我管理策略對提升國小低年級學生課堂專注行為之研究(碩士論文)。取自臺灣博碩士論文知識加值系統。
鈕文英（2009）。啟智教育課程與教學設計。臺北：心理。
鈕文英、吳裕益（2015）。單一個案研究法：研究設計與後社分析。臺北：心理。
廖鳳池（1990）。認知治療理論與技術。臺北市：天馬文化。
劉玉蓮（2010）。自我管理訓練融入書法教學改善聽障學童伴隨ADHD行為問題成效之研究。中華民國特殊教育學會年刊，201012, 121-143。
劉美君（2012)。自我管理策略對國中學習障礙學生課堂專注行為之成效（碩士論文)。取自臺灣博碩士論文知識加值系統。
盧台華（2011)。從個別差異、課程調整與區分性教學的理念談新修訂特殊教育課程綱要的設計與實施。特殊教育季刊，119，1-6。
賴素華（2006)。自我管理策略對減少國小二年級學童攻擊行為之影
響（碩士論文)。取自臺灣博碩士論文知識加值系統。

二、英文文獻
Agran, M., Cavin, M., Wehmeyer, M. L., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education And Training In Autism And Developmental Disabilities, 45(2), 163-174.
Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M. L., & Hughes, C.(2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education And Training In Developmental Disabilities, 40(1), 3-13.
Amato-Zech, N. A., Hoff, K. E., & Doepke, K. J. (2006). Increasing on-task behavior in the classroom: extension of self-monitoring strategies. Psychology In The Schools, 43(2), 211-221. doi:10.1002/pits.20137
Anderson, J. P. (2008). Towards a developmental model of executive function. In Executive functions and the frontal lobes: a lifespan perspective (studies on neuropsychology, neurology and cognition(pp.3-18). New York, NY: Taylor & Francis.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions:Constructing a unifying theory of ADHD.
Psychological Bulletin, 121(1),65-94. doi:10.1037/00332909.
121.1.65
Barkley, R. A. (2012). Executive functionswhat they are, how they work, andwhy they evolved. New York, NY: The Guilford press.
Boswell, M., Knight, V., & Spriggs, A. D. (2013). Self-monitoring of on-task behaviors using the motivaider® by a middle school student with a moderate intellectual disability. Rural Special Education Quarterly, 32(2), 23-30. doi:10.15870/jsers.2015.03.54.1.221
Browder, D. M., & Cooper-Duffy, K. (2003). Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in "No Child Left Behind".Journal Of Special Education,37(3), 157-163.
doi:10.1177/00224669030370030501
Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Self-determination among transition-age youth with autism or intellectual disability: parent perspectives. Research & Practice For Persons With Severe Disabilities, 38(3),129-138.
doi:10.2511/027494813809330234
Cohen, L., Manion, L, & Morrison, L.(2011). Research methods in education. New York, NY: Routledge.
Copeland, S. R., Hughes, C., Agran, M., Wehmeyer, M. L., & Fowler, S. E. (2002). An intervention package to support high school students with mental retardation in general education classrooms.American Journal On Mental Retardation, 107(1),34-45.
doi:10.1352/0895-8017(2002)107<0032:AIPTSH>2.0.CO;2
Dawson, P.,& Guare, R. (2010). Executive skills in children and adolescents, second edition: a practical guide to assessment and intervention (guilford practical intervention in the schools). New York, NY:Guildford Press.
Dendy, C. A. Z. (2011). Teaching teens with add, adhd & executive function deficits: a quick reference guide for teachers and parents.Bethesda, MD: Woodbine House.
Duttlinger, C., Ayres, K. M., Bevill-Davis, A., & Douglas, K. H. (2013). The effects of a picture activity schedule for students with intellectual disability to complete a sequence of tasks following verbal directions. Focus On Autism And Other Developmental Disabilities, 28(1),32-43. doi:10.1177/
1088357612460572
Ganz, J. B., & Sigafoos, J. (2005). Self-monitoring:are young adults with MR and autism able to utilize cognitive strategies independently. Education And Training In Developmental Disabilities, 40(1), 24-33
Gilberts, G. H., Agran, M., Hughes, C., & Wehmeyer, M. L. (2001). The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal Of The Association For Persons With Severe Handicaps (JASH), 26(1), 25-36. doi:10.2511/rpsd.26.1.25
Halpern, A. S., & Benz, M. R. (1987). A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum. Exceptional Children, 54(2), 122-129.
doi:10.1002/9781118660584.ese0647
Hickson, L., Blackman L. S.,& Reis, E. M. (1994). Mental retardation: foundations of educational programming. Old Tappan NJ:Pearson.
Hughes, C., Copeland, S. R., Agran, M., Wehmeyer, M. L., Rodi, M. S., & Presley, J. A. (2002). Using self-monitoring to improve performance in general education high school classes. Education And Training In Mental Retardation And Developmental Disabilities, 37(3), 262-72.
Kontu, E. K., & Pirttimaa, R. A. (2010). Teaching methods and curriculum models used in Finland in the education of students diagnosed with having severe/profound intellectual disabilities. British Journal Of Learning Disabilities, 38(3), 175-179. doi:10.1111/j.1468-31562009.00571.x
Korotitsch, W. J., & Nelson-Gray, R. O. (1999).An overview of self-monitoring research in assessment and treatment.Psychological Assessment, 11(4), 415-425.
doi:10.1037/1040-3590.11.4.415
Lane, J. D., & Gast D. L.(2013). Visual analysis in single case experimental design studies: brief review and guidelines.
Neuropsychological Rehabilitation: An International Journal,24, 3-4.
Lee, S., Amos, B. A., Gragoudas, S., Lee, Y., Shogren, K. A., Theoharis, R., & Wehmeyer, M. L. (2006). Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and Developmental Disabilities. Education And Training In Developmental Disabilities, 41(3), 199-212.
doi:10.1177/0022466907313449
Lee, S.H., Palmer, S. B., & Wehmeyer, M. L. (2009). Goal setting and self-monitoring for students with disabilities: practical tips and ideas for teachers. Intervention In School & Clinic, 44(3), 139-145. doi:10.1177/1053451208326053
Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: a literature review. Education And Training In Developmental Disabilities, 42(3), 252-269.
Meltzer, L. (2007). Executive function in education: from theory to practice. New York, NY: The Guilford Press.
Misra, A. (1992).Generalization of social skills through self-monitoring by adults with mild mental retardation.Exceptional Children, 58(6), 495-507.
Moxley, R. A. (1997). Treatment-only single-case designs with studentself-recordingfor the teacher as researcher.Education & Treatment Of Children, 21(1), 37.
O’Neill, R. E., McDonnell, J. J., Billingsley, F. F., & Jenson, W. R. (2011) Single case research designs in educational and community settings. Upper Saddle River, NJ: Person Education.
Restorff, D. E., & Abery B. H. (2013). Observations of academic instruction for students with significant intellectual disability: three states, thirty-nine classroom, one view. Remedial And Special Education, 34(5),282-292. doi:10.1177/0741932512474995
Richards, S. B., Taylor, R. L., Ramasamy, R., & Richards, R. Y. (1999). Single subject research: Application in educational and clinical settings. Belmont, CA: Wadsworth Group.
Sands, D. J.,& Wehmeyer, M. L. (1996).Self-determination across the life span: independence and choice for people with disabilities. Baltimore, MD: Paul H. Brookes.
Schunk, D. H., & Zimmerman, B. J. (2008).Motivation and self-regulated learning :theory, research, and applications.New York, NY: Taylor & Francis.
Selznick, L., & Savage, R. C. (2000). Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury. Behavioral Interventions, 15(3), 243-260.doi:10.1002/1099-078X(200007/09)15:3
<243::AIDBIN59>3.3.CO;2-T
Serra, M. J., &Metcalfe, J. (2009). Effective implementation of metacognition.In Handbook of metacognition in education. New York, NY: Taylor & Francis.
Shabani, D. B., Wilder, D. A., & Flood, W. A. (2001). Reducing stereotypic behavior through discrimination training, differential reinforcement of other behavior, and self-monitoring.Behavioral Interventions, 16(4), 279-286. doi:10.1002/bin.96.abs
Shurr, J., & Bouck, E. C. (2013). Research on Curriculum for Students with Moderate and Severe Intellectual Disability: A Systematic Review. Education And Training In Autism And Developmental Disabilities, 48(1), 76-87.
doi:10.2511/027494813807046926
Stuss, D. T., Shallice, T., Alexander, M. P., & Picton, T. W.(1995). A multidisciplinary approach to anterior attentional functions.Annals of the New York Academyof Sciences,769,191. doi:10.1111/j.1749-6632.1995.tb38140.x
Thomas, G. E.(1996). Teaching students with mental retardation: a life goal curriculum planning approach.Englewood Cliffs, NJ: Prentice-Hall.
Wehmeyer, M. L.(2006). Self-determination and individuals with severe disabilities: re-examining meanings and misinterpretations. Research & Practice for Persons with Severe Disabilities, 30(3), 113-120. doi:10.2511/rpsd.23.1.5
Wehmeyer,M.L.,Agran, M., & Hughes, C. (1998).Teaching
self-determination to students with disabilities : basic skills for successful transition. Baltimore, MD:Paul H. Brookes.
Wehmeyer, M. L., &Field, S. L. (2007). Self-determination: instructional and assessment strategies. Thousand Oaks, CA: Corwin Press.
Wehmeyer, M. L., Kelchner, K., &Richards, S. (1996). Essential characteristics of self-determined behavior of individuals with mental retardation.American Journal On Mental Retardation, 100(6), 632-42.
Wehmeyer, M. L., Sands, D. J., Knowlton, H. E., & Kozleski, E. B. (2002). Teaching Students with Mental Retardation: Providing Access to the General Curriculum. Maryland, MD: Paul H. Brookes.
Wehmeyer, M. L., Yeager, D., Bolding, N., Agran, M., & Hughes, C.(2003).The effects of self-regulation strategies on goal attainment for students with developmental disabilities in general education classrooms.Journal Of Developmental & Physical Disabilities, 15(1), 79-91.
doi:10.2511/rpsd.26.1.25
Winne, P. H., Hadwin, A. F. (1998). Studying as self-regulated learning. InMetacognition in educational theory and practice (pp. 277-304). Mathway, NJ: Erlbaum.
Winne, P. H., & Nesbit, J. C. (2009).Supporting self-regulated learning with cognitive tools. In Handbook of metacognition in education. New York, NY: Taylor & Francis.