[[alternative]]Using Story-Mapping to Improve the Oral Narrative Skills for Children with Intellectual Disabilities

[[abstract]]敘事在兒童學齡階段扮演重要的角色。對於先天認知和語言能力較弱的兒童來說，如何提升口語敘事的表現便顯得相當重要。因此，本研究主要在探討故事地圖策略在不同情境下使用對提升國小智能障礙兒童口語敘事的成效為何。 本研究採單一受試之多處理實驗設計進行，以三名國小高年級輕度智能障礙兒童為研究對象。操弄情境包含(1)無使用故事地圖策略、(2)給予故事地圖做為重述故事的提示、(3)教學中搭配故事地圖策略並給予其做為重述故事提示等三種情境，觀察受試者此些情境下口語敘事的完整性、總字數及相異字數表現。研究結果發現： 一、受試者在僅給予故事地圖做為提示的情況下，其口語敘事表現能提升，且較無使用故事地圖策略下有較好的表現。從介入效果來看，僅有在故事長度(總字數、相異字數)方面具有介入成效，對提升敘事完整性的效果並不明顯。 二、受試者在接受教學中搭配故事地圖策略使用，同時給予其做為提示的介入後，其口語敘事表現亦能提升，且較僅給予故事地圖做為提示時有較好的表現。另外從介入效果來看，此介入對提升受試者的敘事完整性有最好的效果，其次為總字數，至於相異字數則最難看出其介入成效。[[abstract]]Narrative plays an important role for children in school age. How to improve the oral narrative skill for the children with cognitive and language delay is one of the important tasks needed to be considered. Therefore, the purpose of this study was to investigate the effects of oral narrative skills for children with intellectual disabilities when using story-mapping strategy in different situations. The multiple treatment design of single subject research was adopted to conduct the experiment. Three 5th and 6th grade students with intellectual disabilities participated in the experiment. Three conditions were manipulated: (1) retelling story without any strategy. (2) using story-mapping as a prompt when retells story. (3) using story-mapping in instruction and use it as a prompt. The narrative completeness, total number of words and total number of different words were used as indicators to evaluate the performance of narrative. The major findings of this study were as follow: 1. When using story-mapping as a prompt, the oral narrative performance was better than without any strategy. However, only story length (TNW, TDW) had significant effect, the narrative completeness did not. 2. When using story-mapping in instruction and as a prompt, the oral narrative performance was better than just used story-mapping as a prompt. From the viewpoint of intervention effect, narrative completeness was improved effectively, and then the total number of words and total number of different words