直接教學模式在國小智能障礙學生口腔衛生教學之應用成效研究
摘 要
本研究旨在探討以「直接教學模式」教導國小智能障礙學生口腔衛生之成效。口腔衛生教學涵蓋口腔衛生知識、口腔衛生技能與口腔衛生習慣三個層面。本研究之口腔衛生技能是以刷牙技能、牙線操作技能以及牙菌斑指數為指標。研究設計分為三種，口腔衛生知識採取前後測與維持期測驗之設計、口腔衛生技能採取單一受試研究法之ABA’設計而口腔衛生習慣採取前後測設計。本研究以立意取樣的方式選取五名具備口語理解與精細動作能力，就讀於北投國小啟智班中高年級的學生，其中男生一名女生四名，年齡9到13歲，平均智商49。教學為期七週又一天，每週三次，每次40分鐘。本研究以六項研究工具檢驗教學成效，以圖表呈現與目視策略分析所蒐集之資料，並以C統計法與魏考遜符號等級檢定做統計考驗。
研究結果顯示：
一、 直接教學模式對增進五位受試之口腔衛生知識具有教學成效以及至少七週之保留效果。
二、 直接教學模式對增進五位受試之口腔衛生技能具有顯著之教學成效以及至少八週之保留效果。
三、 直接教學模式對改善五名受試的飲食相關習慣以外的口腔衛生習慣具有顯著之教學成效。
四、 受試導師肯定直接教學模式對改進受試之口腔衛生知識、技能與習慣之教學成效，但對於改善受試之飲食相關習慣則持保留態度。
根據上述研究結果，綜合討論與研究限制，研究者對教學、牙醫界以及未來研究提出建議。
關鍵詞：直接教學模式、口腔衛生教學、智能障礙

The Application Effects of Direct Instruction on Oral hygiene teaching for Elementary Students with Mental Retardation
Yen-Hung Shih
Abstract
The oral hygiene teaching is utmost important for mental retardate students because their oral health is much worse than that of the ordinary students. The purpose of this study was to explore the application effects of Direct Instruction (DI) on oral hygiene teaching for elementary stud- dents with mental retardation. Oral hygiene teaching encompassed oral hygiene knowledge, oral hygiene skills and oral hygiene habits. Tooth brushing skill, dental flossing skill and dental plaque index were three indicators of oral hygiene skills. Three different designs, i.e., pretest- posttest- maintenance phase test design, single-subject ABA’ design and pretest- posttest design were adopted in this study to assess oral hygiene knowledge, oral hygiene skills and oral hygiene habits respectively. A purposive sampling strategy based on fair oral comprehension and fine motor ability was executed. Five age 9 to 13 participants including four girls and one boy, from third grade to sixth grade, with an average IQ 49 were selected from four self-contained classes of Pei-Tou elementary school. Experiment teaching lasted for seven weeks and one day, with three times a week and forty minutes per time. Six instruments were used to evaluate the effects of experiment teaching. Data presented by graphic method and analyzed by visual analysis method. The C statistics method and the Wilcoxon matched-pairs signed-ranks test were used to analyze the data too.
The results of this study indicated that:
1. DI could broaden five subjects’ oral hygiene knowledge and its effectiveness lasted for at least seven weeks.
2. DI could improve five subjects’ oral hygiene skills significantly and its effectiveness lasted for at least eight weeks.
3. DI could ameliorate five subjects’ oral hygiene habits significantly, except for some dietary habits.
4. The effectiveness of DI in improving oral hygiene knowledge, oral hygiene skills and oral hygiene habits of five subjects was approved by subjects’ teachers except for some dietary habits.
According to the above-mentioned results, discussions, and limitations of this study, some recommendations for the teaching, the dentistry and further studies were made.
Keywords: Direct Instruction, oral hygiene teaching, mental
retardation.

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