直接教學模式對國小智能障礙學生性騷擾防治學習成效之研究

The Effects of Direct Instruction on Sexual Harassment Prevention for Elementary Students with Intellectual

本研究旨在探討直接教學模式應用於國小智能障礙學生性騷擾防治之學習成效。\r研究方法採用單一受試研究法之跨行為多探試實驗設計，研究對象為國小特教班智能障礙學生三人，共進行每週三節，為期十週之性騷擾防治教學活動。學習效果以研究對象在「性騷擾防治知能測驗」以及「性騷擾應變能力評量表」之正確率為指標，並以視覺分析以及簡化時間序列分析，探討智能障礙學生性騷擾防治學習之結果。經過此實驗教學之後，本研究發現直接教學模式對國小智能障礙學生性騷擾防治知能之學習，有良好的成果。國小重度智能障礙學生學會了有關性騷擾防治之知識及應變技能，有良好的保留成效，並有中等程度的類化成效。依據上述結論，研究者分別對教學實務及未來研究提出具體建議。

The purpose of this study was to explore the effects of Direct Instruction (DI) on protecting elementary students with intellectual disabilities from sexual harassment. The experiment was a multiple-probe across behavior design of the single subject research. Three mental retardation students from the special class of an elementary school participated in this study. The experiment lasted for ten weeks with three times a week. Evaluation of learning effects was based on the subjects’ correct response on the Sexual harassment protective knowledge test and Sexual harassment response assessment. The results were analyzed through visual inspection and simplified time-series analysis.The findings of this study indicated that the experiment made good immediate effects on protecting elementary students with intellectual disabilities form sexual harassment. The effects could be maintained for two weeks and made middle level generalization.