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研究生: 邵允賢
論文名稱: 社會故事教學指導國小情緒障礙學生同儕互動之成效
指導教授: 杜正治
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2009
畢業學年度: 97
語文別: 中文
論文頁數: 106
中文關鍵詞: 社會故事情緒障礙同儕互動單一受試跨行為多基線
英文關鍵詞: Social story, emotional disturbance, peer interaction, single-subject research, multiple baseline across-behaviors design
論文種類: 學術論文
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  • 本研究旨在探討社會故事教學對提昇國小情障學生同儕互動之成效。本研究對象為二名國小四年級的情障學生,研究方法採單一受試跨行為多基線實驗設計,包括基線期、介入期、維持期,約持續十週。本研究之自變項為依研究參與者的行為分析後所編寫之社會故事,依變項共有三項負向同儕互動行為,「玩遊戲時,大聲指責別人」、「玩遊戲時,未遵守規則」、「上科任課時,與同儕發生口角」,介入期階段以每週進行三次,各約20分鐘的社會故事教學。所得資料以視覺分析法分析,並於教學結束後,訪談導師、科任教師、家長等,以作為本研究社會效度分析之依據。 研究結果如下:
    一、 社會故事教學的介入成效:
    (一)在改善情障學生與同儕「玩遊戲時,大聲指責別人」、「玩遊戲時,未遵守規則」行為,其中一位研究參與者在維持期的保留效果佳。
    (二)在「上科任課,與同儕發生口角」行為,僅對於其中一位情障學生的行為有較佳的介入效果。
    二、社會故事教學的類化成效:
    其中一位研究參與者能將行為類化至班級、與家人相處,且能與家人討論社會故事之內容,家長對社會故事教學結果有正向的認同;另一位則無,家長表示教學前後並無太大的不同。而兩位研究參與者之導師、科任教師則對社會故事的教學有正向認同。最後,根據研究結果提出對未來教學與研究的建議。

    The purpose of this study was to explore the effects of social story instruction on peers interaction for two fourth graders of primary school students with emotional disturbance. A single-subject multiple-baseline across behaviors design was used in this study. This study sustained about 10 weeks, including baseline, intervention and maintenance periods. The independent variable was social story instruction for two participants interaction with peers. The dependent variables involved three negative peer interations behaviors, include (1) yelling to others when play games, (2) disobeying rules when playing games, (3) quarrelling with other peers during class. The treatment maintained 10 weeks, three sessions per week and twenty minutes for each social story instruction. Data collected were analyzed by using visual inspection techniques and after teaching, the subject’s instructors and parents. The feedback was used to collect the data for social validity. The results of this study were summarized as follows :
    1. Social story instruction could improve the behavior of yelling to others when playing games, with one participant sustaining the behavior in the following maintenance phase.
    2. Social story instruction could improve the behavior of disobeying rules when playing games; with one participant sustained the behavior during the maintenance phase.
    3. Social story instruction can improve the behavior of quarrel to others when in the class; one participant sustained the behavior in the following maintenance phase.
    4. One participant demonstrated generalized skills to class and home settings, while parents thought the instruction was good; the other didn’t. It depended on the family interaction style. Both of the participant instructors had positive recognition for the effects of social story instruction.

    Finally, this research provided some recommendations for teaching strategies and futher research.

    第一章 緒論 ……………………………………………………………… 1 第一節 研究動機 …………………………………………………… 1 第二節 研究目的與研究問題 ……………………………………… 2 第三節 名詞釋義 …………………………………………………… 3 第二章 文獻探討 ………………………………………………………… 5 第一節 情緒障礙定義及同儕互動行為 …………………………… 5 第二節 社會故事教學法 …………………………………………… 10 第三節 社會故事之相關研究 ……………………………………… 14 第三章 研究方法 ………………………………………………………… 25 第一節 研究架構 …………………………………………………… 25 第二節 研究參與者 ………………………………………………… 26 第三節 研究設計 …………………………………………………… 29 第四節 研究工具 …………………………………………………… 36 第五節 研究程序 …………………………………………………… 38 第六節 資料處理與分析 …………………………………………… 39 第四章 結果與討論 ……………………………………………………… 43 第一節 社會故事對小飛目標行為之結果分析 …………………… 43 第二節 社會故事對小育目標行為之結果分析 …………………… 57 第三節 綜合討論 …………………………………………………… 71 第五章 結論與建議 ……………………………………………………… 77 第一節 結論 ………………………………………………………… 77 第二節 研究限制 …………………………………………………… 78 第三節 建議 ………………………………………………………… 79 參考文獻 …………………………………………………………………… 81 中文文獻 ………………………………………………………………… 81 英文文獻 ………………………………………………………………… 83 附錄 ………………………………………………………………………… 88 附錄一 家長同意書 …………………………………………………… 88 附錄二 訪談記錄表 …………………………………………………… 89 附錄三 社會故事一「在學校,有哪些地方適合玩遊戲」 ………… 90 附錄四 社會故事二「在學校,玩遊戲要注意什麼」 ……………… 94 附錄五 社會故事三「在學校,上課要注意哪些事」 ……………… 97 附錄六 社會故事閱讀記錄表 ………………………………………… 100 附錄七 標的行為觀察記錄表 ………………………………………… 102 附錄八 教學介入後之訪談記錄表 …………………………………… 106 圖目錄 圖3-1 研究架構圖 ……………………………………………………… 25 圖3-2 研究設計圖 ……………………………………………………… 30 圖4-1 小飛三項目標行為曲線圖 ……………………………………… 44 圖4-2 小育三項目標行為曲線圖 ……………………………………… 58 表目錄 表2-1 社會故事句型分析及舉例 表2-2 國外社會故事教學相關研究 表2-3 國內社會故事相關研究 表3-1 小飛之能力現況 …………………………………………………… 27 表3-2 小育之能力現況 …………………………………………………… 28 表3-3 負向互動行為簡述 ………………………………………………… 29 表3-4 各篇社會故事目標行為記錄時間表 ……………………………… 31 表3-5 社會故事教學流程 ………………………………………………… 33 表3-6 社會故事主題、目標行為及其定義 ……………………………… 35 表3-7 各篇社會故事句型分析 表4-1 小飛「玩遊戲時,大聲指責別人」表現之分析摘要表 ………… 45 表4-2 小飛「玩遊戲時,未遵守規則」表現之分析摘要表 …………… 48 表4-3 小飛「上科任課,與同儕發生口角」表現之分析摘要表 ……… 52 表4-4 小育「玩遊戲時,大聲指責別人」表現之分析摘要表 ………… 59 表4-5 小育「玩遊戲時,未遵守規則」表現之分析摘要表 …………… 62 表4-6 小育「上科任課,與同儕發生口角」表現之分析摘要表 ……… 65

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