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題名：發展協調障礙兒童功能類型之研究
作者：莊育芬
作者(外文)：Yu-Fen Chuang
校院名稱：國立彰化師範大學
系所名稱：特殊教育學系所
指導教授：何東墀
周台傑
學位類別：博士
出版日期：2008
主題關鍵詞：國際功能分類模式；發展協調障礙；功能亞型；表現；international classification of functioning；disability and health；ICF；developmental coordination disorder；functional subtype；performance
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本研究目的在探討發展協調障礙兒童的篩選與診斷相關性、建立發展協調障礙兒童整體功能亞型和個別功能亞型，及分析功能亞型的特性。
篩選與診斷相關性的結果為發展協調障礙問卷篩選工具與兒童動作評估測驗組合診斷工具有顯著的中度負相關。發展協調障礙問卷篩選工具與兒童動作評估測驗組合檢核表篩選工具及兒童動作評估測驗組合檢核表篩選工具與兒童動作評估測驗組合診斷工具皆無顯著的相關。
發展協調障礙兒童功能類型評量表為參考國際功能分類模式所編製。17位資源班教師和31位普通班教師為70位發展協調障礙兒童填寫之70份有效的發展協調障礙兒童功能類型評量表分析後，在發展協調障礙兒童整體功能亞型和個別功能亞型的建立及功能亞型特性的分析結果如下：
整體功能和七個個別功能如學習和應用知識、一般任務和要求、溝通、活動、自理、參與家庭、學校和社區生活、人際交往和人際關係，可各分為「低困難型」及「高困難型」亞型。
在發展協調障礙兒童功能亞型的特性上，功能亞型與背景變項有顯著相關的結果如下：
一、 整體功能亞型與數學資源班補救教學有顯著的關聯。
整體功能低困難亞型以有接受數學資源班補救教學兒童佔多數；整體功能高困難亞型以未接受數學資源班補救教學兒童佔多數。
二、 整體功能亞型與同時接受國語和數學資源班補救教學有顯著的關聯。
整體功能低困難亞型以有同時接受國語和數學資源班補救教學兒童佔多數；整體功能高困難亞型以未同時接受國語和數學資源班補救教學兒童佔多數。
三、 整體功能亞型與專業團隊服務有顯著的關聯。
整體功能低困難亞型以無專業團隊服務的兒童佔多數；整體功能高困難亞型以無專業團隊服務的兒童佔多數。
四、 學習和應用知識亞型與數學資源班補救教學有顯著的關聯。
學習和應用知識低困難亞型以無接受數學資源班補救教學兒童佔多數；學習和應用知識高困難亞型以有接受數學資源班補救教學兒童佔多數。
五、 學習和應用知識亞型與物理治療有顯著的關聯。
學習和應用知識低困難亞型以無物理治療兒童佔多數；學習和應用知識高困難亞型以無物理治療兒童佔多數。
六、 學習和應用知識亞型與職能治療有顯著的關聯。
學習和應用知識低困難亞型以無職能治療兒童佔多數；學習和應用知識高困難亞型以無職能治療兒童佔多數。
七、 一般任務和要求亞型與職能治療有顯著的關聯。
一般任務和要求低困難亞型以無職能治療的兒童佔多數。一般任務和要求高困難亞型以無職能治療兒童佔多數。
八、 溝通亞型與物理治療有顯著的關聯。
溝通低困難亞型以無物理治療兒童佔多數。溝通高困難亞型以無物理治療兒童佔多數。
九、 溝通亞型與職能治療有顯著的關聯。
溝通低困難亞型以無職能治療兒童佔多數。溝通高困難亞型以無職能治療兒童佔多數。
十、 溝通亞型與專業團隊服務有顯著的關聯。
溝通低困難亞型無專業團隊服務的兒童佔多數。溝通高困難亞型以無專業團隊服務的兒童佔多數。
十一、 活動亞型與物理治療有顯著的關聯。
活動低困難亞型以無物理治療兒童佔多數。活動高困難亞型以無物理治療兒童佔多數。
十二、 活動亞型與心理治療有顯著的關聯。
活動低困難亞型以無心理治療的兒童佔多數。活動高困難亞型以無心理治療的兒童佔多數。
十三、 自理亞型與心理治療有顯著的關聯。
自理低困難亞型以無心理治療的兒童佔多數。自理高困難亞型以無心理治療的兒童佔多數。
十四、 參與家庭、學校和社區生活亞型與物理治療有顯著的關聯。
參與家庭、學校和社區生活低困難亞型以無物理治療兒童佔多數。參與家庭、學校和社區生活高困難亞型以無物理治療兒童佔多數。
十五、 參與家庭、學校和社區生活亞型與心理治療有顯著的關聯。
參與家庭、學校和社區生活低困難亞型以無心理治療兒童佔多數。參與家庭、學校和社區生活高困難亞型以無心理治療兒童佔多數。
十六、 人際交往和人際關係亞型與心理治療有顯著的關聯。
人際交往和人際關係低困難亞型以無心理治療的兒童佔多數；人際交往和人際關係高困難亞型以無心理治療的兒童佔多數。
發展協調障礙兒童功能亞型與上述未提及的背景變項皆無顯著相關。
本研究依據研究發現提出對於發展協調障礙兒童功能亞型資源班補救教學及專業團隊服務之教學與輔導建議，並提供未來的研究建議。
The purposes of this study were to find the correlation between screening tools and evaluation tool, classify the functional subtypes of children with developmental coordination disorder (DCD), and analyze the functional subtype characteristics.
There was significant negative moderate correlation between Developmental Coordination Disorder Questionnaire (DCDQ) and Movement Assessment Battery for Children (M-ABC). There was no significant difference between DCDQ and Movement Assessment Battery for Children Checklist, and between Movement Assessment Battery for Children Checklist and M-ABC.
The evaluation scale for functional subtypes of children with DCD was made based on the international classification of functioning, disability and health (ICF). 70 children with DCD were selected into this study. 70 evaluation scales for functional subtypes of children with DCD from 17 teachers of the resource classroom and 31 teachers of the regular classroom were analyzed. The results in this study were as following: the functional subtypes were “less difficulty” and “high difficulty” in general function, learning and apply knowledge, general tasks and demands, communication, mobility, self-care, participation of domestic-school-community life, and interpersonal interactions and relationships.
The results of significant correlation between functional subtype characteristics and background variables were as following:
1. The functional subtypes in general function and the mathematic resource lesson. The percentage of children with less difficulty in general function who had the mathematic resource lesson was high. The percentage of children with high difficulty in general function who had not the mathematic resource lesson was high.
2. The functional subtypes in general function and the Chinese and mathematic resource lessons. The percentage of children with less difficulty in general function who had the Chinese and mathematic resource lesson was high. The percentage of children with high difficulty in general function who had not the Chinese and mathematic resource lesson was high.
3. The functional subtypes in general function and the interaction team. The percentage of children with less difficulty in general function who had not the interaction team was high. The percentage of children with high difficulty in general function who had not the interaction team was high.
4. The functional subtypes in learning and apply knowledge and the mathematic resource lesson. The percentage of children with less difficulty in learning and apply knowledge who had not the mathematic resource lesson was high. The percentage of children with high difficulty in learning and apply knowledge who had the mathematic resource lesson was high.
5. The functional subtypes in learning and apply knowledge and the physical therapy. The percentage of children with less difficulty in learning and apply knowledge who had not the physical therapy was high. The percentage of children with high difficulty in learning and apply knowledge who had not the physical therapy was high.
6. The functional subtypes in learning and apply knowledge and the occupational therapy. The percentage of children with less difficulty in learning and apply knowledge who had not the occupational therapy was high. The percentage of children with high difficulty in learning and apply knowledge who had not the occupational therapy was high.
7. The functional subtypes in general tasks and demands and the occupational therapy. The percentage of children with less difficulty in general tasks and demands who had not the occupational therapy was high. The percentage of children with high difficulty in general tasks and demands who had not the occupational therapy was high.
8. The functional subtypes in communication and the physical therapy. The percentage of children with less difficulty in communication who had not the physical therapy was high. The percentage of children with high difficulty in communication who had not the physical therapy was high.
9. The functional subtypes in communication and the occupational therapy. The percentage of children with less difficulty in communication who had not the occupational therapy was high. The percentage of children with high difficulty in communication who had not the occupational therapy was high.
10. The functional subtypes in communication and the interaction team. The percentage of children with less difficulty in communication who had not the interaction team was high. The percentage of children with high difficulty in communication who had not the interaction team was high.
11. The functional subtypes in mobility and the physical therapy. The percentage of children with less difficulty in mobility who had not the physical therapy was high. The percentage of children with high difficulty in mobility who had not the physical therapy was high.
12. The functional subtypes in mobility and the psychology. The percentage of children with less difficulty in mobility who had not the psychology was high. The percentage of children with high difficulty in mobility who had not the psychology was high.
13. The functional subtypes in self-care and the psychology. The percentage of children with less difficulty in self-care who had not the psychology was high. The percentage of children with high difficulty in self-care who had not the psychology was high.
14. The functional subtypes in participation of domestic-school-community life and the physical therapy. The percentage of children with less difficulty in participation of domestic-school-community life who had not the physical therapy was high. The percentage of children with high difficulty in participation of domestic-school-community life who had not the physical therapy was high.
15. The functional subtypes in participation of domestic-school-community life and the psychology. The percentage of children with less difficulty in participation of domestic-school-community life who had not the psychology was high. The percentage of children with high difficulty in participation of domestic-school-community life who had not the psychology was high.
16. The functional subtypes in interpersonal interactions and relationships and the psychology. The percentage of children with less difficulty in interpersonal interactions and relationships who had not the psychology was high. The percentage of children with high difficulty in interpersonal interactions and relationships who had not the psychology was high.
The intervention of resource lessons and interaction team for functional subtypes of children with DCD were also suggested in this study.
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