Department of Special Education
National Taichung University of Education
Master Thesis
The Effects of Picture Book Instruction on Attention for Students with Learning
Disabilities in Elementary School
Pei-i Wei
Advisor
Jung-Chao Hung
, Ph. D
100 6
C
The Effects of Picture Book Instruction on Attention for Students with
The Effects of Picture Book Instruction on Attention for Students with
The Effects of Picture Book Instruction on Attention for Students with
The Effects of Picture Book Instruction on Attention for Students with
Learning Disabilities in Elementary School
Learning Disabilities in Elementary School
Learning Disabilities in Elementary School
Learning Disabilities in Elementary School
Abstract Abstract Abstract
Abstract
This main purpose of this study is to explore using the instruction of picture book to improve attention of students with learning disabilities in elementary school. The subjects were three elementary school students with learning disabilities from the resources classroom in Taichung City. This study conducted an experiment with multiple baseline across-subjects and
multiple-probe designs of single subject research approach, and analyzed the treatment to verify its effects. The study was conducted through three stages: baseline, intervention, and maintenance, and data was collected and analyzed by using visual analysis. The research discussed the immediate effect and post-learning retainable effect of the three subjects in attention. In order to improve attention behaviors of students, the instruction was conducted through four stages: attention, focus, attention training, and calculation of attention. The results of this study were summarized as follows:
1.effects of the picture book instruction could improve subjects attention immediately.
饋. effects of the picture book instruction could maintain subjects attention.
3.parents and teachers were satisfied with the picture book instruction and enhanced the effectiveness on a positive view.
Finally,suggestions for teaching and future studies, based on the results of this research are discussed.
Keywords: picture book instruction, learning disabilities, attention, resources classroom
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( )
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( ) ( ) ( )
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35-41 (饋009)
(饋003) Michael W. Eysenck & Mark T. Keane
(饋004) (饋005) Curtis H.Krishef (饋006) (饋007) (饋010) (饋003) Richards
Taylor & Ramasamy (1997) ---
-(饋005) (饋004) --- ---(饋006) 101101101101 1-8 (饋000) (饋006) Bjorn Gmmer --- -(饋00饋) --- -(饋000)
74 74 74 74 1-11 (饋009) (饋001) 41:141:141:141:1 58-6饋 (1993) (饋008) 饋006 (饋008) (1999) (饋010) --饋9 饋9饋9 饋9 109-113
(1999) ADHDADHDADHDADHD (饋004) (饋000) 145-166 : (饋006) (饋009) (饋006) : (饋006) - 31313131 饋5-饋6 (饋008) 14 1414 14 39-6饋 (饋000)
(饋005) (1991) : (饋008) : (饋001) ( ): (31-5饋 ) (饋006) (饋006) (饋003) ~ 555 5 169-180 (饋003) (饋009) -饋19 饋19饋19 饋19 6-11 (1999) (饋010) --- -(饋008) 饋3:1饋3:1饋3:1饋3:1 36-41 (饋005) (1997) (饋003) (饋004)
(1998) 91919191 19-30 (饋008)
(饋007)
(饋010) - 663663663663 3饋-37
(饋008) 40 40 197-饋19 40 40
(饋001) Russell A. Barkly & Kevin R.Murphy
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(饋003) Gerhard W. Lauth & Peter F. Sshlottke
(饋009) Petra Thorbrietz (1999) (饋00饋) (饋009) (1997) (饋010) --- -(饋00饋)
(饋008) 饋009 : 饋006 : (饋004) (饋010) 57575757 饋饋-30 (饋004) (饋009) 饋0 饋0 饋0 饋0 饋5-5饋 (饋006) 17171717 30-34 (饋004) (饋009) (饋005) --- -(1988) (1998) 9191 1-10 9191 (饋00饋a) (饋00饋b) ( ) 13-15
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:_________ ___ :_________ :_______
3
55
5
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