政府計畫（GRB），建議「依年度遞減排序」，以查看最新的研究方向。
| 畢業學年度 | 論文標題 | 連結 | 學位 | 畢業時長(years) |
|---|---|---|---|---|
| 關鍵字 | ||||
| 112 | 作息本位模... 作息本位模式提升集中式特教班特殊幼兒功能性目標之行動研究 (An Action Study of Utilizing Routines-Based Model to Improve Functional Goals for Children with Special Needs in a Self-Contained Class) | NTHU | 碩 | 無口試日期 |
作息本位模式(Routines-Based Model)、集中式特教班(Self-Contained Class)、功能性目標(Functional Goals)、作息本位晤談(Routines- Based Interview) 作息本位模... | ||||
| 111 | 家長對特殊... 家長對特殊需求幼兒於家庭情境中實施自我決策看法之相關研究 (A Correlational Study of Perspectives on the Implementation of Self-Determination in Family Contexts for Families of Young Children with Special Needs) | NTHU NDLTD | 碩 | 3.91 |
自我決策(self-determination)、特殊需求幼兒(children with special needs)、家長(parents)、家庭情境(family context) 自我決策(... | ||||
| 111 | 學前融合同... 學前融合同儕介入策略增進發展遲緩幼兒社會互動行為之成效 (The Effects of Peer-Mediated Instruction on Improving the Social Interaction among Children with Development Delays in an Inclusive Setting) | NTHU NDLTD | 碩 | 2.73 |
同儕介入策略(peer-mediated instruction)、學前融合教育(social interaction)、發展遲緩幼兒(development delays)、社會互動行為(inclusive Setting) 同儕介入策... | ||||
| 111 | 家長參與動... 家長參與動作發展遲緩幼兒居家運動介入 提升親子互動之成效研究 (The Effects of Parent Participation in Home Program Intervention for Promoting Parent-Child Interaction for Children with Motor Developmental Delays) | NTHU NDLTD | 碩 | 2.34 |
動作發展遲緩幼兒(children with motor developmental delays)、家長參與(parent participation)、居家運動(home program)、親子互動(parent-child interaction)、親職效能(parental self-efficacy) 動作發展遲... | ||||
| 110 | 學前融合教... 學前融合教師效能與文化回應教學之相關研究 (Teaching Efficacy and Culturally Responsive Teaching of Inclusive Preschool Teachers: A Correlational Study) | NTHU NDLTD | 碩 | 2.93 |
學前融合教育(inclusive preschool education)、文化回應教學(culturally responsive teaching)、教師自我效能(self teaching efficacy)、教師集體效能(collective teaching efficacy) 學前融合教... | ||||
| 110 | 幼兒園教師... 幼兒園教師運用全方位學習設計提升幼兒於融合情境參與之行動研究 (Application of Universal Design for Learning in an Inclusive Preschool Setting to Improve Engagement of Young Children) | NTHU NDLTD | 碩 | 2.25 |
全方位學習設計(universal design for learning)、學前融合情境(inclusive preschool setting)、學前融合教師(inclusive preschool teacher)、幼兒參與度(engagement of young children)、專業成長(professional development) 全方位學習... | ||||
| 109 | 改良式同儕... 改良式同儕協助學習策略增進發展遲緩幼兒對電子繪本故事理解能力之研究 (Study of Modified Peer-Assisted Learning Strategies on Improving e-Picture Book Story Comprehension for Children with Developmental Delays) | NTHU NDLTD | 碩 | 1.92 |
改良式同儕協助學習策略(modified peer-assisted learning strategies)、發展遲緩幼兒(children with developmental delay)、電子繪本(e-picture book)、故事理解能力(story comprehension) 改良式同儕... | ||||
| 109 | 培訓家長運... 培訓家長運用區別性增強以提升國小ADHD學童專注力之成效研究 (The Effects of Training Parents to Utilize Differential Reinforcement on Improving Attention of Elementary School Students with ADHD) | NTHU NDLTD | 碩 | 1.82 |
家長培訓(parent training)、區別性增強(differential reinforcement)、注意力缺陷過動症(ADHD)、專注力(attention)、親職壓力(parental stress) 家長培訓(... | ||||
| 109 | 融合課程調... 融合課程調整策略提升特殊幼兒社會領域 IEP目標能力之行動研究 (An Action Study of Utilizing Curriculum Modification to Improve IEP Target Abilities in the Social Field for Children with Special Needs) | NTHU NDLTD | 碩 | 3.52 |
課程調整(curriculum modification)、特殊幼兒(children with special needs)、幼兒園教保活動課程大綱社會領域(curriculum guidelines of preschool activities)、IEP目標(IEP target goals) 課程調整(... | ||||
| 109 | 體驗學習實... 體驗學習實施方案對提升特殊需求同儕正向互動關係與接納態度之研究 (Study of Implementing Experiential Learning Projects for Improving Positive Peer Interaction and Acceptance toward Students with Special Needs) | NTHU NDLTD | 碩(提早入學) | 2.92 |
體驗學習(experiential learning)、正向互動(positive interaction)、同儕接納(peer acceptance)、特殊需求學生(students with special needs) 體驗學習(... | ||||
| 108 | 以桌上遊戲... 以桌上遊戲為互動媒介對國小普通班自閉症學童同儕接納與正向互動之研究 (Study on Peer Acceptance and Positive Interaction of Elementary School Children with Autism Using Table Games as Interactive Media) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
桌上遊戲(autism)、自閉症(board game)、同儕接納態度(peer acceptance attitude)、正向互動行為(positive interaction) 桌上遊戲(... | ||||
| 108 | 正向行為支... 正向行為支持方案提升普通班中特殊需求學生情緒管理與同儕關係能力之研究 (The Study of Positive Behavior Support Program on Improving Abilities of Emotional Regulation and Peer Relationship for Students with Special Needs in Regular Classrooms) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
正向行為支持方案(emotional regulation)、情緒管理(peer relationship)、同儕關係(positive behavior support program)、特殊需求學生(students with special needs) 正向行為支... | ||||
| 107 | 低成就弱勢... 低成就弱勢學童補救教學介入之數學成就表現與自我價值之研究-以博幼基金會國小學童為例 (A Study on Mathematical Achievement and Self-Worth of Low-Achieving and Disadvantaged Students after Receiving Remedial Instruction—Take Elementary School Students in BoYo Social Welfare Foundation as an Example) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
低成就學童(Low-Achieving Student)、弱勢學童(Disadvantaged Student)、補救教學(Remedial Instruction)、自我價值(Self-Worth) 低成就學童... | ||||
| 107 | 安置少女在... 安置少女在園教育復原力之研究﹘以衛生福利部少年之家為例 (A Study of Educational Resilience in Female Juveniles at Residential Institutions: Adolescents' Home, Ministry of Health and Welfare as an Example) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
機構在園教育(Education in Residential Institutions)、教育復原力(Resilience of Education)、安置機構(Residential Institutions)、中途學校(Halfway School)、安置少女(Girls in Residential Institutions) 機構在園教... | ||||
| 107 | 以輔助溝通... 以輔助溝通系統提升語言發展遲緩幼兒 溝通能力之研究 (Effects of Augmentative and Alternative Communication System on Communication for Young Children with Language Delays) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
輔助溝通系統(augmentative and alternative communication)、溝通能力(communication)、行為問題(problem behavior)、語言發展遲緩(language delays) 輔助溝通系... | ||||
| 107 | 正向行為支... 正向行為支持取向融入社會技巧課程對降低國小ADHD學童問題行為之成效研究 (The Effects of Positive Behavior Support Embedded in Social Skill Curriculum on Reducing Problem Behaviors for Elementary School Students with ADHD) | NTHU NDLTD | 碩 | (竹教大學號無法計算) |
正向行為支持(Positive Behavior Support)、社會技巧課程(Social Skill Curriculum)、注意力缺陷過動症(ADHD)、問題行為(Problem Behavior)、社會技巧(Social Skill) 正向行為支... |