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The Effects of Dictation Intervention with Self-Monitoring and Application to On-task behaviors and Performance of The Student with Intellectual Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2022, 23(1), pp.197-226
  • DOI : 10.19049/JSPED.2022.23.1.08
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 9, 2022
  • Accepted : March 11, 2022
  • Published : March 31, 2022

Jeong, Da-i 1 Son Seung Hyun 2

1구리초등학교 특수교사
2고려대학교

Accredited

ABSTRACT

[Purpose] Students with intellectual disabilities in higher grades of elementary school are likely to develop learned helplessness or lack of motivation due to repeated dictation activities since lower grades, so it is necessary to provide voluntary learning attitudes and interest in dictation before entering middle school. Therefore, the purpose of this study is to examine the effect of dictation on task performance and practice by conducting interventions using Self-monitoring and Application for dictation of students with intellectual disabilities. [Method] The study was designed on 3 students with integrated disabilities belonging to special classes in elementary schools, and was designed with multiple-probe design across participants. A researcher provided 3 to 5 sessions of baseline, 20 sessions of interventions(20 minutes per sessions), and provided 3 sessions of maintenance for 10 weeks. This study was one to one intervention and provided in individual spaces of elementary school. The average of intervention fidelity was 95.8%, and the average of social validity was 98.1%. The researcher quantified the On-task behavior and Dictation performance, performed visual analysis for each student, and calculated NAP and Tau-U values. [Results] Both On-task behavior and Dictation performance showed statistically significant positive effects in the intervention and maintenance compared to the baseline. The size of the intervention effect was very large at 1.00 for all On-task behaviors, and Dictation performance was somewhat different for each student (A=.97, B=.81, C=.87). The size of the maintenance effect was found to be very large at 1.00 for both On-task behavior and Dictation performance. [Conclusion] Dictation Intervention with Self-Monitoring And Application had a significant positive effect on On-task behavior and Performance of students with intellectual disabilities.

Citation status

* References for papers published after 2022 are currently being built.