图片提示策略对智障学生功能性词汇识记能力干预的个案研究

A Case Study on the Effect of Picture Prompt Strategy on the Functional Vocabulary Memorization Ability of Moderate Intellectual Disabilities

为了考察图片提示策略在中度智障学生功能性词汇教学中的效果,采用单一被试实验A-B-A’撤回设计进行个案干预。结果显示,个案识记功能性词汇的正确率在介入期呈波动上升,维持期正确率与介入期末期持平;家长及教师反映:在接受干预后,个案能够在生活情境中应用功能性词汇,与他人的交流、对话更加自然,家长的态度变得更加积极,教师也主动思考、研究学生的课堂问题行为。这说明图片提示策略对提升智障学生功能性词汇识记能力具有良好的干预成效、维持成效和社会效度。

In order to investigate the effect of picture prompt strategy in functional vocabulary teaching for students with moderate intellectual disabilities, a single subject experiment A-B-A’ withdrawal design was used for individual intervention. The results show that the correct rate of memorizing functional vocabulary of the case fluctuates during the intervention period, and the accuracy rate of the maintenance period is the same as in the end of the intervention period. Parents and teachers report that after the intervention, the case can apply functional vocabulary in some situations of daily life. Communication and dialogue with others become more natural, parents’ attitudes become more positive, and teachers can take the initiative to consider and discuss students’ problem behaviors on classroom. Above on shows that the picture prompt strategy has a great intervention, maintenance and sociality effectiveness for improving the functional vocabulary memorization ability of students with intellectual disabilities.