應用動作偵測技術結合即時回饋系統促發智能障礙學生反覆側向移動之成效研究

Abstract

本研究旨在探討應用研究者開發的動作偵測技術及即時回饋系統促發三名就讀國小集中式特殊教育班的中度智能障礙學生主動做出反覆側向移動動作之成效。介入方法為應用低成本科技設備（網路攝影機及跳舞墊）做為感測動作的工具，並透過自行開發的電腦應用程式形成動作偵測技術及即時回饋系統。若感測工具偵測到研究對象做出反覆側向移動動作（即反覆側步和反覆側跳）的信號時，便會立即觸發即時回饋系統運作，從而提供偏好刺激物；反之，若在指定時間內沒有再次偵測到動作信號，便會立即觸發即時回饋系統移除偏好刺激物。即時回饋系統提供或移除偏好刺激物之效果便能即時讓研究對象了解己身的動作表現。 本研究運用單一受試研究法的撤回實驗設計來蒐集量化資料，採用基線期（A）和介入期（B）交替且重複的階段（即A-B-A-B）依序進行研究並做雙重檢證。在基線期不提供任何介入，在介入期則應用介入方法進行介入。於後，再針對研究對象的重要他人進行社會效度調查表調查及半結構式訪談，以做為社會效度質性資料之依據。 研究結果顯示，本研究的介入方法具有促發智能障礙學生提升反覆側向移動動作次數，以及增進完成反覆側向移動動作目標次數時間效率之立即成效，且本研究具有良好的社會效度。 最後，本研究根據研究過程與結果，提出數項教學實務應用及後續研究方向之建議，以供教學現場實務工作者與未來研究者之參酌。

This study aims to investigate the effectiveness of a researcher-developed motion detection technology and real-time feedback systems in promoting repeated lateral movement behavior among three elementary school students with moderate intellectual disabilities enrolled in a self-contained special education class. The interventional approach utilized low-cost technological equipment, including a webcam and a dance pad, as motion-detecting tools. A custom-developed computer application integrated these devices to form the motion detection and real-time feedback system. When the system detected target behaviors, namely repeated lateral movements such as repeated side steps and repeated lateral jumps, the real-time feedback mechanism was immediately activated to deliver preferred stimuli. Conversely, if no such motion signals were detected within a designated time frame, the system would remove the preferred stimuli. This immediate delivery or removal of preferred stimuli enabled the participants to understand their movement and performance in real time. This study employed a single-subject research method, utilizing a withdrawal design experimental approach to collect quantitative data. The research was conducted through alternating and repeated phases of the baseline periods (A) and intervention periods (B), following an A-B-A-B sequence to ensure double verification. No interventions were provided during baseline periods, while the designated intervention method was applied during intervention periods. Following the intervention, a social validity questionnaire and semi-structured interviews were administered to the participants’ significant others, serving as the basis for collecting qualitative data on social validity. Study results indicated that the intervention methods effectively increased the number of repeated lateral movements performed by students with intellectual disabilities and improved the time efficiency in achieving the target number of movements. Additionally, this study demonstrated a strong social validity. Finally, based on the research process and study results, this study offers several recommendations for instructional practice and future research directions, providing a reference for educators and researchers in the future.