手功能運筆輔具教學方案對國小低年級腦性麻痺兒童前書寫技能之改善成效研究

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手功能運筆輔具教學方案對國小低年級腦性麻痺兒童前書寫技能之改善成效研究
著者: 林新凱; Lin, Hsin-kai
林淑玟; none; 特殊教育學系碩士班
主題: 腦性麻痺兒童; 手功能運筆輔具教學方案; 前書寫技能; 握筆器; the handwriting assistive technology; children with cerebral palsy; the functional handwriting assistive technology; the prewriting skills
描述: 本研究之目的在探討「手功能運筆輔具教學方案」對國小低年級腦性麻痺兒童前書寫技能之改善成效。研究採用單一受試研究法中的跨受試多基線之多試探設計，自變項為「手功能運筆輔具教學方案」的介入（包括「抑制異常反射之訓練活動」、「個別化握筆器」和「前書寫技能教材單」），依變項為國小低年級腦性麻痺兒童在前書寫技能上之表現（利用研究者自編之「前書寫技能評量單」之得分百分比呈現）。本研究以三位腦性麻痺兒童為研究對象（生理年齡分別為一位六歲3個月、另兩位皆為六歲7個月）。研究工具計有「拜瑞-布坦尼卡視覺-動作統整發展測驗暨視知覺與動作協調補充發展測驗」作為前測與後測評量使用、研究者自編「前書寫技能評量單」與「腦性麻痺兒童、家長與導師對手功能運筆輔具教學方案看法訪談大綱」。本研究之實驗期間，包括前測、基線期、介入期、維持期與後測，共歷時約22週完成；資料蒐集的情境均在腦性麻痺兒童平時接受教學的教室內；另外，資料分析主要採用目視分析和C統計。本研究的主要結果有三：一、「手功能運筆輔具教學方案」能增進且維持國小低年級腦性麻痺兒童前書寫技能。二、「手功能運筆輔具教學方案」介入後，使用手功能運筆輔具比未使用該握筆器時，對國小低年級腦性麻痺兒童前書寫技能之改善，有更多正面影響，宜持續提供之。三、「手功能運筆輔具教學方案」的效果獲得受試學生、其家長與導師的社會效度支持。同時，也發現該方案對於受試學生在挫折忍受度、獨立性和認知學習的動機上，均有正向的改善。最後，研究者並依據研究結果，提出對「手功能運筆輔具教學方案」在教學上與研究上的建議，以供參考。
The main purpose of this study was to explore the effect of the functional handwriting assistive technology program on the prewriting skills of the elementary school children with cerebral palsy. The single subject, multiple probe across subjects design was adopted. The independent variable was the functional handwriting assistive technology program, including of the abnormal reflex of inhibition programs, the individual grasping assistive technology, and the practice of the prewriting skills. The dependent variable was the prewriting skills of the elementary school children with cerebral palsy.The subjects of the study were three children with cerebral palsy (one was six years and three months old, and the others were six years and seven months old). The study tools included in the Berry-Buktenica developmental test of visual-motor integration as the use of pre-tests and post-tests, the researcher established on the examine sheets of prewriting skills and the interview sheets of the functional handwriting assistive technology program for the children of cerebral palsy, their parents, and their teachers. During the 22-weeks experiment of the program, data were collected during the five stages, including of the pre-test, the baseline, the intervention, the following-up and the post-test. All observation and experiment took place in the classroom setting. Visual analysis and further tested with the simplified time-series C statistic were used to analyze the effect of the functional handwriting assistive technology program. The observational analysis and social validity analysis using interviews with the related individuals were also supplemented. Results of this study are summarized as the followings:1. The functional handwriting assistive technology program increased and maintained the prewriting skills of the elementary school children with cerebral palsy.2. After the intervention of the functional handwriting assistive technology program, it produced more positive effects with using the functional handwriting assistive technology than those without using the assistive technology. So, we should continue to provide the functional handwriting assistive technology.3. Interviews with the related individuals have indicated that this research had a high social validity; it means the research subjects, their parents, and their teachers all supported the effect of this study. By the way, we also found this program improved the frustration, the dependence, and the cognitive learning motivation of the research subjects. Finally, based on the results, the author also found out the recommendation on teaching and research for the future use.
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建立日期: 2009
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2692
資源來源: NUTN IR

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手功能運筆輔具教學方案對國小低年級腦性麻痺兒童前書寫技能之改善成效研究

林新凱; Lin, Hsin-kai 林淑玟; none; 特殊教育學系碩士班 2009

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