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題名:發展性協調障礙學童寫字困難問題之研究---以高雄縣市為例
作者:張韶霞
作者(外文):Shao-Hsia Chang
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:張勝成
何東墀
學位類別:博士
出版日期:2003
主題關鍵詞:發展性協調障礙寫字困難知動能力動作控制DCDhandwriting deficitperceptual-motor abilitymotor control
原始連結:連回原系統網址new window
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摘 要
本研究旨在探討 發展性協調障礙(Developmental Coordination Disorder, 簡稱DCD)學童的寫字困難問題,分為三個子研究進行。第一子研究是利用寫字困難調查表來探討寫字困難的亞型,將寫字困難問題依其特徵而加以分類。第二子研究是探討發展性協調障礙與非發展性協調障礙的寫字困難學童在寫字相關的知覺-動作能力的差異。第三子研究是進一步探討寫字困難學童寫字時自動化與動作控制的特質。
第一子研究的結果發現,寫字困難調查表分為「工整性」、「正確性」、「速度」、「握筆工學」及「方向性」五個向度。根據209位寫字困難學童在各向度上嚴重程度的不同,寫字困難可被分為「輕度混合型」、「輕中度混合型」、「嚴重混合型」、「動作困難型」與「認知學習型」五種亞型。
第二子研究的結果顯示發展性協調障礙與非發展性協調障礙的寫字困難學童呈現出不同的寫字困難問題,發展性協調障礙學童偏向「工整性」、「寫字速度」及「握筆工學」等向度的問題,且在寫字困難亞型的分布上,「動作困難亞型」大多屬於發展性協調障礙的學童。另外,發展性協調障礙學童在精細動作能力明顯落後非發展性協調障礙的寫字困難學童;在視知覺能力方面,兩組學童的表現都明顯偏低。
第三子研究發現發展性協調障礙或動作困難亞型的學童練習寫字的自動化速度都較慢,代表其動作學習的障礙會反映在學習寫字的困難上。有關寫字動作控制的部份,在寫簡單字時,還可能使用速度穩定度的策略克服神經動作雜訊的提高;然而在寫複雜字時,幾乎看不到任何有效的代償機制出現,可見動作學習與控制能力的異常是發展性協調障礙或動作困難亞型學童寫字困難的主要原因。
寫字困難可依其問題表現的差異被區分為不同的亞型,再配合學童本身的障礙和缺陷,可進一步釐清學童寫字困難的原因。本研究推論一方面藉由動作計畫能力的提升及手眼協調等動作能力的訓練,另一方面藉由筆劃速度或壓力回饋的介入方式來引導運用有效的補償策略,可以改善發展性協調障礙學童的寫字困難問題。
Abstract
The purpose of present study was to investigate the handwriting problems of children with Developmental Coordination Disorder (DCD). Present study was composed of three parts. In the first part, Handwriting Problem Questionnaire for Children (HPQC) was developed and utilized to find out the subtypes of handwriting deficit. Handwriting problem was classified according to its inherent characteristics. In the second part, the differences of handwriting related perceptual -motor skills between DCD and non-DCD children were compared. In the third part, the automation and motor control characteristics of children with handwriting deficits were further explored.
The results of the first part revealed that HPQC was composed of five dimensions, including legibility, accuracy, speed, grip ergonomics and directionality. According to the severity in different dimensions, 209 children with handwriting deficit can be attributed to mild, moderate, severe, motor impairment, and cognitive learning dysfunction subtypes.
The results of the second part indicated that there was significant difference between DCD and non-DCD children on the manifestation of handwriting problem. Children with DCD were prone to the problems of legibility, speed and grip ergonomics. The results also indicated the majority of motor impairment subtype was children with DCD, whereas the majority of cognitive learning subtype was non-DCD children. Furthermore, the DCD children lagged behind the non-DCD children on the fine motor skill. Besides, the perceptual function was also found to be inferior in both groups. The results of the third part revealed the automation of handwriting was remarkably slow in children with DCD or motor impairment subtype. It indicated the motor deficit would reflect on the difficulty in the learning of handwriting. In the motor control of handwriting, children with DCD may use phasic stiffness as strategy in writing simple words, but it was not found in writing complex words. It indicated the impairment of motor learning and motor control was the major causation of handwriting deficit in children with DCD.
In summary, handwriting deficits can be classified into different subtypes. According to the subtypes and the inherent deficit of children, the etiology of handwriting deficit can be identified. This study inferred when feedback training of handwriting speed and pressure control is administered and the improvement in motor planning and eye-hand coordination is attained, the handwriting problem of DCD children would be am
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