本研究旨在比較刺激在內與刺激在外褪除策略對高職特教班智能障礙學生功能性詞彙的學習成效。研究方法採用單一受試實驗設計中的交替處理設計，研究對象為三位中度及一位輕度智能障礙學生。受試者須接受三組目標詞彙的教學實驗，每組目標詞彙分別使用刺激在內與刺激在外褪除策略，教學活動進行至受試者於總評量測驗連續達三次80%的正確率為止。本研究的自變項為刺激在內與刺激在外褪除策略，依變項為受試者的學習成效、學習效率、學習保留度與類化表現。教學實驗分為四階段，第一階段為基線期：評估受試者的起點行為，第二階段為處理期：實施刺激在內與刺激在外褪除策略，並評量受試者的學習成效及學習效率，第三階段為保留期：實施與基線期相同的測試，藉以了解受試者學習保留度，第四階段為類化期：於保留期時施予字卡測試，以了解受試者的類化表現。本研究根據實驗結果作以下的結論：
一、刺激褪除策略對高職特教班學生功能性詞彙的學習有幫助。
二、教學網頁中的教學代理人有助於學生的學習，並可提昇學生的學習動機及維持其學習意願。

The purpose of this study is to compare the learning effects of functional vocabularies by means of within-stimulus and extra-stimulus fading strategies on mentally-retarded students in special education classes of the vocational schools. The research approach adopted is the alternating treatment design in the single subject experimental design, and the subjects of the study are three moderate mentally-retarded and one mild mentally-retarded students. The subjects of study must undergo the pedagogic experiment of three sets of target vocabularies.In each set of target vocabularies, both the within-stimulus and extra-stimulus fading strategies are implemented, and the pedagogic activities did not stop until the accuracy rate of the general examination which the study subjects took exceeded 80% for three consecutive times.
The independent variables of this study is the within-stimulus and extra-stimulus fading strategies.The dependent variables are the learning effects, learning efficiency, learning maintenance , and the generalized performance of the subjects. The pedagogic experiment is divided into four stages.In the baseline period, we assess a series of preset to measure subject’s ability of word recognition.In the instruction period, in which the within-stimulus and extra-stimulus fading strategies are implemented, and the learning effects and learning efficiency of the study subjects are assessed.In the maintenance period, in which the tests conducted are the same as in the baseline period, so as to realize the learning maintenance of the subjects.In the generalization period, we conduct the word-cards test in the maintenance period, so as to realize the generalized performance of the subjects. Stated below are the conclusions generalized from the outcome of this experiment:
1.Stimulus fading strategies are helpful for the functional vocabulary learning of mentally-retarded students in special education classes of the vocational schools.
2. The teaching agent on the learning website is contributory to students’learning, and are capable of elevating students’ learning motivation as well as maintaining their learning aspiration.

王文科等(民88)：單一受試者設計與分析。台北：五南。
杜正治譯(民83)：單一受試研究法。台北：心理。
李品蓓(民91)：電腦化教學對閱讀障礙學生識字成效之研究。國立花蓮師範學院
特殊教育教學碩士論文。
沈中偉(民84)：多媒體電腦輔助學習的學習理論基礎研究。視聽教育雙月刊，36(6)，12~25。
沈易達(民85)：特殊兒童之電腦輔助學習教育─從6W分析電腦輔助學習課程。國小特殊教育，21，33-41。
邱上真(民72)：數字刺激之呈現與組織方式對可教育性智能不足國中生短期記憶之影響。教育學院學報，8期，229~260。
邱貴發(民83)：電腦輔助學習的理念與發展方向。教學科技與媒體，13，15-22。
林奇賢(民87)：網路學習環境的設計與應用。資訊與教育雜誌，67，34-49。
林尚慧(民92)：多媒體影像提示延宕策略對國小重度智能障礙學生功能性詞彙認字學習成效之研究。臺中師範學院特殊教育與輔助科技研究所碩士論文。
林雲龍、李天佑(民90)：利用教學代理人機制設計適性教學網頁。第五屆全球華人學習科技研討會暨第十屆國際電腦輔助教學研討會論文集，11-18。
林雲龍(民91)：刺激褪除導向詞彙辨識學習系統對中度智能障礙學童學習成效之研究。國立臺灣師範大學資訊教育研究所碩士論文。
林瓊如(民89)：網路學習環境中的學習助理人設計與應用研究。國立臺南師範學院資訊教育研究所碩士論文。
吳連滿(民91)：電腦輔助教學對輕度智能障礙學生數數能力成效之研究。國立花蓮師範學院特殊教育教學碩士論文。
胡永崇(民76)：心像中介對智能不足學生語文對聯想學習之影響。國立臺灣教育學院特殊教育研究所碩士論文。
洪育慈(民91)：多媒體兒歌對國小低年級智障伴隨語障學生詞彙教學成效之研究。彰化師範大學特殊教育研究所碩士論文。
洪榮昭、劉明洲(民86)：電腦輔助教學之設計原理與應用。台北：師大書苑。
徐智杰(民91)：網際網路CAI對國中智障學生錢幣使用學習成效之研究。國立臺灣師範大學特殊教育學系在職進修碩士論文。
徐樁樑(民89)：以鷹架學習理論所建構的教學策略之研究。台北：2000年兩岸技術職業教育研討會，45-62。
郭邦彥(民91)：電腦化高識字自閉兒評量與語言學習系統建置。中原大學醫學工程研究所碩士論文。
孫光天、朱社君(民90)：軟體代理人應用於網路適性學習系統之探討。資訊與教育雜誌，86期，3-8。
陳年興(民87)：全球資訊網整合式學習環境。資訊與教育雜誌，64期，2-13。
陳明聰(民89)：應用電腦輔具結合刺激褪除策略教導國小中重度智能障礙學生識 字之研究。啟智學校電腦科技融入教學之研究(國立嘉義啟智學校編印)。
陳淑惠(民91)：電腦輔助教學對國中重度智能障礙生認識社區環境教學之成效。國立臺灣師範大學特殊教育研究所碩士論文。
高秀慧(民89)：利用電腦輔助輸入介面教導多重障礙學生學習功能性短文輸入之 研究。啟智學校電腦科技融入教學之研究(國立嘉義啟智學校編印)。
教育部(民89)：高級中等學校特殊教育班職業學程課程綱要。
張英鵬(民82)：增強策略在電腦輔助教學方案中對國小學習障礙兒童加法學習之影響。特殊教育與復健學報，3期，39~68。
張春興(民87)：教育心理學─三化取向的理論與實踐。台北：東華。
萬雲英(民80)：兒童學習漢字的心理特點與教學。載於楊中芳、高尚人(主編)，
中國人、中國心─發展與教學篇，403-448。台北：遠流。
黃光雄(民79)：教學理論。台北：復文。
黃雪慧(民79)：圖片與心像對國中智能不足學生語句記憶效果之研究。國立彰化師範大學特殊教育研究所碩士論文。
楊家興(民84)：情境教學理論與超媒體學習環境。教學科技與媒體，22，40-48。
楊振嘉(民89)：鷹架理論在國小酸鹼化學網站的應用研究。靜宜大學應用化學研究所碩士論文。
雷桂蘭(民87)：性教育多媒體電腦輔助教學對國中智能障礙學生性知識、性態度學習效果分析。國立彰化師範大學特殊教育研究所碩士論文。
趙美蘭(民87)：多媒體輔助學習軟體圖文設計策略之研究。國立臺南師範學院資訊教育研究所碩士論文。
鄭亦真(民92)：360度全景影像式教學對高職階段中重度智障學生環境認識成效之研究。國立臺灣師範大學特殊教育學系在職進修碩士論文。
鄧秀芸(民91)：電腦輔助教學對國小中度智能障礙兒童功能性詞彙識字學習成效之研究。國立花蓮師範學院特殊教育教學碩士論文。
廖桂菁(民90)：情境式網路學習環境對科學學習之影響。國立臺灣師範大學地球科學研究所碩士論文。
蔡淑惠(民91)：逐漸褪除提示系統教學策略對促進發展遲緩兒童認知學習成效之個案研究。國立台灣師範學院國民教育研究所碩士論文。
顏榮泉(民85)：全球資訊網在教學與學習上之應用探討。教學科技與媒體，25期，33-41。
蕭金慧(民90)：電腦輔助教學在輕度智障兒童認字學習之研究。國立嘉義大學國民教育研究所碩士論文。
羅秀芬(民74)：電腦輔助教學。台北：五南。
蘇荷婷(民89)：利用電腦輔助輸入介面教導重度智能障礙者學習電腦簡易短文書 寫之研究。啟智學校電腦科技融入教學之研究(國立嘉義啟智學校編印)。
蘇琲雯(民90)：電腦融入教學對學習障礙兒童語句學習成效及其注意力行為之影響。國立台北師範學院特殊教育學系碩士論文。
蘇婉容(民82)：兩種刺激褪減方式對國小中度智能不足學生學習實用詞彙之研究。國立彰化師範大學特殊教育研究所碩士論文。
鐘樹椽(民84)：落實電腦於特殊兒童學習相關因素之探討。教學科技與媒體，24，3~11。
Browder, D. M., Hines, C., McCarthy, L. J., & Fees, J.(1984). A treatment package for increasing sight word recognition for use in daily living skills. Education and Training of the Mentally Retarded, 19, 191-200.
Browder, D. M., & Xin, Y. P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education. 32, 130-148.
Bowder, M. D., Koury, M., Belfiore, P., Heller, M., Wozniak, T., Lalli, J., & Chien-hui,Lin. (1990). A comparison of stimulus shaping,stimulus fading,time delay and trial and error to teach visual discrimination of sight words to subjects with developmental disabilities. International Journal of Rehabilitation Research, 13, 71-74.
Borsook, T. K., & N. Higginbotham-Wheat (1991). What is it and what can it do for computer-based instruction? Education Technology, 13(10), 11-17.
Collins, B. C., & Stinson, D. M.,(1995). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163-181.
Conners, F. A., & Detterman, D. K. (1987). Information-processing correlates of computer-assistred word learning by mentally retarded students. American Association on Mental Dificiency, 91(6), 606-612.
Corey, J. R., & Shamow, J. (1972). The effects of fading on the acquisition and retention of oral reading. Journal of Applied Behavior Analysis, 5, 311-315.
Didden, R., Prinsen, H., & Sigafoos, J. (2000). The blocking effect of pictorial prompts on sight-word reading. Journal of Applied Behavior Analysis, 33, 317-320.
Dorry, G. W., & Zeaman, D. (1975). Teaching a simple reading vocabulary to retarded children: Effectiveness of fading and nonfading procedure. American Journal of Mental Dificiency, 79(6), 711-716.
Dube, W. V., Moniz, D. H., & Gomes, J. F. (1995). Use of computer- and teacher-delivered prompts in discrimination training with individuals who have mental retardation. American Journal on Mental Retardation, 100(3) , 253-261.
Hazari, S., & Schnorr, D. (1999). Leveraging student feedback to improve teaching in
web based courses. T.H.E. Journal, 26(11), 30-38.
Lalli, J. S., & Browder, D. M. (1993). Comparioson of sight word training procedures with validation of the most practical procedure in teaching reading for daily living. Research in Developnental Disabilities, 14, 107-127.
Lang R. J., & Solman R.T. (1979). Effect of pictures on learning to read common nouns. British Journal of Education Psychology, 49, 138-149.
Mayer, Richard, E.(1999). Multimedia aids to problem-solving transfer. International Journal of Educational Research, 31, 611-623.
Mechling, L. C., Gast, D.L., & Langone, J. (2002). Computer-based video instruction to teach persons with moderate intellectual disabilities to read grocery aisle signs and locate items. The Journal of special education, 35(4), 224-240.
Microsoft Press(1998). Developing for Microsoft Agent. Microsoft Press.
Morton, R. C., & Flynt, S. W. (1997). A comparison of constant time delay and prompt fading to teach multiplication facts to students with learning disabilities. Journal of Instruction Psychology, 24, 3-11.
Mosley, V. P., Flynt, S. W., & Morton, R. C. (1997). Teaching sight words to students with moderate mental retardation. Reading Improvement, 34, 2-7.
Rivera, M. O.,Koorland, M. A., & Fueyo, V. (2002). Pupil-made pictorial prompts and fading for teaching sight words to a student with learning disabilities. Education & Treatment of children. 25(2), 197-203.
Samuels S. J. (1967). Attentional process in reading: The effect of pictures on the acquisition of reading responses. Journal of Education psychology, 58, 337-342.
Samuels, S. J. (1967). Attentional process in reading: The effect of pictures on the acquisition of reading responses. Journa of Educational Psychology, 55, 337-342.
Schreibman, L. (1975). Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children. Journal of Applied Behavior Analysis,8(1),91-112.
Schreibman, L., Charlop, M. H., & Koegel, K. L. (1982). Teaching autistic children to use extra-stimulus prompts. Journal of Experimental Child Psychology, 33, 475-491.
Sidman, M., & Stoddard, L. T. (1967). The effectiveness of fading in programming a simultaneous form discrimination for retarded children. Journal of The Experimental Analysis of Behavior, 10, 3-15.
Singh, N. N., & Solman, R. T. (1990). A stimulus control analysis of the picture problem in children who are mentally retarted: The blocking effect. Journal ofApplied Behavior Analysis, 23, 525-532.
Smeets, D. M., & Striefel, S. (1990). Discrimination training of mirror-image stimuli with a delayed-prompt technique: Some critical dimensions of extra-stumulus prompts. Journal of Experimental Child Psychology, 49, 275-299.
Traynor, P. L. (2003). Effects of computer assisted instruction on different learners. Journal of Instructional psychology, 30(2), 137-143.
Wauters,L. N., Knoors,H. E. T., Vervloed, M. P. J., & Aarnoutse, C. A. J. (2001). Sign facilitation in word recognition. The Journal of Special Education, 35(1), 31-40.
Wolery, M., Gast, D. L., Kirk, K., & Schuster, J. (1988). Fading extra-stimulus prompts with autistic children using time delay. Education and Treatment of Children, 11(1), 29-44.
Worrall, N., & Singh, Y. (1983). Teaching TMR children to read using integrated picture cueing. American Association on Mental Deficiency, 87(4), 422- 429.
VanDerHeyden, A. M.,Snyder, P., DiCarlo, C.F., Stricklin, S. B., & Vagianos, L. A.(2002). Comparison of within-stimulus and extra-stimulus prompts to increase targeted play behaviors in an inclusive early intervention program. The Behavior Analyst Today, 3(2),188-197.