Teaching Science to Students with Autism Spectrum Disorder

Bethany McKissick

1

自閉症人士很少有機會在普通班級中進行學習

科學知識包括：

(a)experiences and wonder about the natural world, 經驗/存疑

(b) ability to identify and use scientific process and principles, 識別/使用

(c) proficiency to engage in scientific debate, 參與辯論

and (d) productivity using scientific knowledge and understanding使用科學知識

2

豐富科學知識，提升生活質量（就業、興趣、公民職責、個人健康、幸福感）

3

了解自然世界现象

提出问题、作出预测，开展实验、收集数据，使用证据支撑结论，将所发现的运用到其他情境中去

系統教學

教導相關詞彙：學生不但要知道定義，而且要認識概念的例子和相關應用

homeostasis：When a human being shivers because they are cold or sweats when they are hot, these are applications or real-life examples of concept of homeostasis.

科學詞彙的掌握

時間延遲

教師出示卡片，提問這是什麼？且立即給予答案“xx"，學生重複說一次

提醒學生在回答問題前等待老師給提示，當學生回答問題前不能等待老師給提示或者答錯，提醒學生：等一等，老師幫你。

教師出示卡片，提問，這是什麼？等待三秒，如果學生不能回答出來就給予答案“xx”

圖片支持

圖片和詞彙搭配

使用的圖片要與學生目前能力水平相符

剛開始建議使用實物+圖片進行教學

圖片越具體越好

對自閉症人士來說真實的相片/圖片比卡通圖畫/簡筆畫更具體更易於理解

圖片搭配文字（便於以後從具體過度到抽象）

4

任務分析、最少提示

科學課、科學活動、科學實驗

將任務拆分

每一步，兒童都有機會在毋須提示的情況下獨立完成，若等待3秒後學生不能作出正確回應，教師可以選擇給予口頭提示、手勢提示、手把手教學，或者三種提示相結合的方式

educators have to either teach all the steps of the task analysis at once, called total task presentation, or educators can choose to chunk steps together and teach them in a forward or backward approach

對於那些缺乏耐性，能力弱（不能操作超過三個步驟的任務）的兒童，可以使用Backward chaining，they have access to the final result of the experiment or activity, which may reinforce engaging in the activity or experiment in the future.

Multiple Exemplars

提供不同的例子

if a teacher is providing instruction on life cycles, it is important that they include materials depicting multiple life cycles like those of a butterfly as well as an animal so that students with ASD generalize the acquired knowledge to a variety of living animals, plants, and insects and not just one particular set of materials.

Examples and Non-examples

對抽象概念的理解特別困難，提供是與非的例子

when teaching a student about the concept of “change,” a teacher could have five sheets of notebook paper placed in front of him/her on the table. During the model phase, the teacher may hold up the first sheet of paper, rip it into pieces, and say, “this is change.” Then he/ she would hold up the next sheet of paper, not rip it, and say, “this is not change.” He/she would then repeat this process demonstrating either “change” or “not change” for the remaining sheets of paper. In this example, it is important that the only difference between the sheets of paper is whether or not they were changed (i.e., ripped) which in this case is the most relevant feature of the concept of “change.” If the sheets of paper differ in color, size, or some other irrelevant feature, it is possible that a student with ASD may associate that irrelevant feature with the meaning of “change” instead of the ripping of paper.

電腦輔助教學

注意、動機、刻板行為、持續、即時強化

教學上可以加快、減慢、重複

購買商業軟件或課程

Video Models

ducators must determine the perspective of the video model.（角度？）個案要表現目標行為或參與活動/同伴表現目標行為或參與活動

for the video to feature a personal perspective (i.e., first person) where it looks like the student is actually engaged in the targeted behavior/activity.

第一人稱？第三人稱？

拍攝視頻的設備和軟件編輯

拍攝的視頻要和個案的實際情況相符

視覺支持

Graphic organizers like T-charts、sequential organizers、and KWHL charts (i.e., chart with columns where students display (what do you know, what do you want to know, how will you find out, what did you learn)

Embedded Instruction

The four components of embedded instruction include (a) teaching a socially important skill, (b) distributing trials of special education pedagogy across the class period, (c) embedding trials into the typical routines or daily activities within a general educa- tion classroom, and (d) including some component of systematic instruction

這個好複雜啊，只能瞄瞄，特殊教育一點都不容易