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題名：智能障礙者適應行為因素結構之研究
作者：徐享良
作者(外文)：Shan-lian Shyu
校院名稱：彰化師範大學
系所名稱：特殊教育研究所
指導教授：許天威
學位類別：博士
出版日期：1999
主題關鍵詞：智能障礙；適應行為；因素結構；mental retardation；adaptive behavior；factorial structure
原始連結：連回原系統網址new window
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本研究以分層隨機取樣選取六至十五歲普通學生1199名、智能障礙學生455名兩個樣本，利用自編「簡式適應行為量表（學校版）」為研究工具，探討適應行為的構念效度及因素效度。用於分析資料的方法有典型相關、多元逐步迴歸分析、變異數分析、探索性因素分析和驗證性因素分析，獲得如下研究結果：
1.年齡、性別、家庭社經水準、老師判斷學生整體適應行為水準及智力等五個自變項與責任感、認知能力、工作能力、自主能力、社會能力和溝通能力等六個依變項之適應行為表現有顯著關聯。
2.用年齡、性別、家庭社經水準、老師判斷學生整體適應行為水準及智力分別預測責任感、認知能力、工作能力、自主能力、社會能力、溝通能力等六類適應行為表現的變項，依進入預測模式的先後，大體上依序為老師判斷學生整體適應行為水準、年齡、智力、性別。
3.「家庭社經水準」對普通學生適應行為表現具有預測力，但是對智能障礙學生適應行為表現則不具預測力，原因待查。
4.責任感、認知能力、工作能力、自主能力、社會能力、溝通能力等六類適應行為水準隨著年齡的增長而發展，6~8、9~10、11~12、13~15四個年齡組間的適應行為表現呈現二次或三次趨向發展。
5.責任感、認知能力、工作能力、自主能力、社會能力、溝通能力等六類適應行為表現在性別間有顯著差異。
6.智能障礙學生在責任感、認知能力、工作能力、自主能力、社會能力、溝通能力等六類適應行為表現，比普通學生的適應行為表現遲緩。「高功能智能障礙學生」（ IQ 63~75 ）在六類適應行為的表現，比「低功能智能障礙學生」（ IQ 50~62 ）的適應行為表現為佳。
7.本研究工具能正確區別智能障礙學生和普通學生達91.29％。
8.責任感、認知能力、工作能力、自主能力、社會能力、溝通能力等六類初階適應行為因素和高階獨立自主能力因素之「適應行為理論模式」，經由驗證性因素分析結果顯示：（1）基本適配度五項評鑑指標有四項符合模式品質評鑑標準；（2）內在結構配度六項評鑑指標，有兩項符合模式品質評鑑標準；（3）整體適配度十四項評鑑指標，有十一項符合模式品質評鑑標準。
總體而言，本研究所提適應行為理論模式之基本適配度頗佳，內在結構適配度尚可，整體適配度極佳。
The purpose of this study was to explore the construct and factorial validity of adaptive behavior. The Adaptive Behavior Scale-short form (ABS-S) was designed to assess adaptive behavior of students who are 6-15 years old. One thousand hundred and ninety nine regular students and 455 mentally retarded students were selected from elementary and junior high schools by means of stratified sampling based on areas gender, age, classroom setting and social-economic status. Statistical methods of canonical correlation, stepwise regression, ANOVA, discriminant analysis, exploratory factor analysis and confirmatory factor analysis were used for data analysis. The major results were as following :
1.The students'''' age, gender, social-economic status, adaptive behavior level judged by teachers and intellectual function were highly
correlated with their sense of responsibility, cognitive abilities, working abilities, autonomy, social abilities and communicative abilities.
2.The students'''' adaptive behavior level judged by teachers, gender, intellectual function and gender were the most powerful predictors in explaining their sense of responsibility, cognitive abilities, autonomy, social abilities, and communicative abilities.
3.Social economic status can predict normal students'''' adaptive behaviors, but not for students with mental retardation.
4.The students'''' sense of responsibility, cognitive abilities, working abilities, autonomy, social abilities ,and communicative abilities were developed with their age.
5.There were significant differences between male and female students in terms of sense of responsibility, cognitive ability, working ability, autonomy, social ability, and communicative ability.
6.In general, the sense of responsibility, cognitive ability, working ability, autonomy, social ability, and communicative ability of students with mental retardation were developed significantly slower than those of normal students. However, MR students with higher IQ(i.e.63-75) had better adaptive behavior than those with lower IQ(i.e.50-62).
7.The Adaptive Behavior Scale - short form designed by the researcher can correctly discriminant students with mental retardation from normal students.
8.The adaptive behaviors were composed by first and second order factor structures. The first order factors were the sense of responsibility, cognitive abilities, working abilities, autonomy, social abilities and communicative abilities. The second order factor was the independence ability. The goodness-of-fit of factorial structure of adaptive behavior is very good.
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