心智圖法教學策略對亞斯柏格症學生之成效研究

Abstract

本研究旨在探討心智圖法教學策略對亞斯伯格症學生之成效研究。研究方法採單一受試跨情境多重基準線設計，研究對象為一位國小1年級的亞斯伯格症學童，自變項為「心智圖法教學策略」的介入，依變項為單一受試跨情境多重基準線設計中，三個不同情境下的學習成效。 本研究的研究結果如下：1.本研究的受試者在實驗的介入期進行心智圖法教學策略，能有效提升他的學習成效。2.本研究的受試者在維持期時，其學習成效能繼續維持在介入期的標準。 而在未來亞斯伯格症學生介入心智圖法教學策略，研究者提出以下幾點建議：1.心智圖法教學策略應與亞斯伯格症學生日常生活內容作結合；2.需視學生的生理狀況調整教學時間與內容；3.教學需個別化以適應學生的個別差異；4.需提供能引起學生動機的教材與教學內容；5.教師需精熟心智圖法教學策略的精義。 另外在未來研究建議上，除了研究對象可擴及不同年齡層、不同類型的亞斯伯格症者外，還可進一步研究比較與其他障礙類別的學生需求之異同。此外，亦可研究當亞斯伯格症學生經過心智圖法教學策略而有進步時，他其他領域的能力如認知能力、學業成就等是否會同時一起進步？亦可使用別的方式輔助，討論實驗時共變現象，以增加實驗的信度。The aim of this research was to explore the effect of mind-mapping strategy for students with Asperger’s Syndrome. A multiple probe across settings design of single subject research method was adopted to collect data. One subject was invited in the research: A six-year-old boy. The independent variable was the training of “mind-mapping” strategy, and the dependent variable was the improvement of individual student’s learning with the multiple probes across three different settings design of single subject research method. The results of this study indicated that the subject had improvements in attention span maintenance, self-emotion management, and social interaction after receiving the mind-mapping strategy during the intervention periods. In addition, The aforementioned performance level was maintained throughout the maintenance periods. Finally, limitations and recommendation for future research were also provided.