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題名:智能障礙成人適應行為之研究
作者:黃國禎
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:徐享良
鳳華
學位類別:博士
出版日期:2009
主題關鍵詞:適應行為SEM單因子多變量變異數分析趨向分析adaptive behaviorSEMone-way multivariate analysis of variancetrend analysis
原始連結:連回原系統網址new window
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本研究之主要目的在於驗證智能障礙成人適應行為二階理論模型,區別智能障礙成人與一般成人適應行為模型上差異,釐清智能障礙成人與一般成人在輕信性格、天真行為、聽從管理、遵守法律、預防受冤等五項能力上差異,探討智能障礙成人適應行為的現況與差異情形,了解智能障礙成人適應行為表現隨著年齡增長而發展情形,檢定智能障礙成人適應行為與年齡的關係,了解智能障礙成人適應行為曲線的發展情形。本研究主要採用測驗法,以我國臺灣地區18~60歲智能障礙成人為母群,採叢集抽樣抽取(1)62所高職綜合職能科,有效樣本385人,(2)18所啟智(特教)學校,有效樣本204人;(3)103所教養機構,有效樣本342人;(4)27個智障者家長協會,有效樣本235人;(5)26所國民就業服務站,有效樣本28人,共計1194人為有效樣本。其次,一般成人採方便取樣方式,有效樣本224人,合計有效樣本1418人。使用的測驗研究工具為研究者編製的「成人適應行為量表」,內容包括六個分量表。測驗量表研究所得資料經結構方程模式分析、描述統計、單因子多變量變異數分析、單因子變異數分析、趨向分析等統計方法以驗證模式的適配度,及考驗研究假設。
根據研究發現,本研究得到下列幾項結論:
一、 成人適應行為量表工具檢驗符合SEM簡約原則。
二、 成人適應行為一階理論模型是責任感、工作能力、溝通能力;二階理論模型是認知能力、自主能力、社交能力。
三、 智能障礙成人適應行為是二階理論模型。
四、 一般成人適應行為是二階理論模型。
五、 智障成人與一般成人之適應行為理論模型是相似的。
六、 智障成人與一般成人之差異在於聽從管理、遵守法律、預防受冤等三項能力。
七、 智能障礙成人67%的適應行為表現在成人適應行為量表平均數之下。
八、 智能障礙成人在責任感、溝通能力等二個分量表適應行為表現得分在成人適應行為量表平均數之上。
九、 智能障礙成人在認知、工作、自主、社交等四個分量表適應行為表現得分在成人適應行為量表平均數之下。
十、 性別等七個背景變項在適應行為上有顯著差異。
十一、 除性別之外,其他六個背景變項在適應行為六個分量表上有顯著差異。
十二、 性別變項在責任感、認知能力、工作能力、自主能力、溝通能力等五個分量表上,均達到統計上顯著差異,且女性適應行為表現優於男性,但在社交能力分量表,未達顯著差異。
十三、 年齡等六個背景變項在六個分量表事後比較上有顯著差異。
(一) 年齡方面,溝通能力事後比較,18~24歲高於25~29歲,亦高於35~39歲;其它五個分量表則多了18~24歲高於40~44歲。
(二) 障礙等級方面,在六個分量表上事後比較:輕度高於中度、重度;中度高於重度。
(三) 教育程度方面,在責任感分量表事後比較,高職高於國中、國小、未受教育;國中高於未受教育。認知能力分量表,則多了國中高於國小、國小高於未受教育。其他四個分量表,高職高於國中、國小、未受教育;國中高於未受教育,國小高於未受教育,少了國中高於國小。
(四) 工作狀態方面,在六個分量表事後比較,全時工作高於部份時間、沒有工作、其他;部份時間工作高於沒有工作。
(五) 就業情形方面,在六個分量表事後比較,競爭型高於庇護型、未就業;支持型高於庇護型、未就業型。未支薪高於未就業,顯現在責任感、工作能力、溝通能力等三個分量表上。
(六) 社經地位方面,在六個分量表事後比較,高階社經地位高於中階、低階層;中階社經地位高於低階層。
十四、年齡在責任感、工作、社交、溝通能力等四個分量表上趨向是直線、三次趨向。
十五、年齡在認知、自主能力二個分量表上趨向是直線趨向、二次趨向、三次趨向。
十六、智障成人適應行為曲線在四十五歲時急速衰退。
最後,根據上述研究假設提出八項建議供啟智教育界、勞政、社政、內政、醫護、教養機構、及後續研究者參考。
The purpose of this study was to verify that adults with mental retardation theoretical model of second-order adaptive behavior. Adults with mental retardation to clarify the general adult character in the gullible, naivete’, follows rules, obeys laws, avoids victimization five differences, to explore the act of mentally retarded adults adapting themselves to the current status of the situation and differences, and to understand the mental retardation adult behavior adapting themselves to growth and development with aging. Test mental retardation and adaptive behavior of adult age, adult understanding of mental retardation in the development of adaptive behavior curve.
This study adopted the test method to 18 to 60-year-old mentally retarded adult female group in Taiwan, taking a sample from the cluster (1) 62 integrated functions of vocational schools, 385 valid samples; (2) 18 special education schools, 204 valid samples; (3) 103 education and nursing institutions, 342 valid samples; (4) 27 mentally challenged parents associations, 235 valid; (5) 26 National Employment Service Station, 28 valid, and the total valid samples are 1194. Secondly, general adults adopted purposive sampling, 224 samples; the total effective samples are 1418. The research tools for researchers were the "Adult Adaptive Behavior Scale," including six sub-scales. Scale test research data by structural equation modeling analysis(
SEM),descriptive statistics ,one-way multivariate ANOVA, one-way ANOVA, trend analysis and other statistical methods to verify the degree of model fit, and test hypotheses.
According to the study, the conclusions are as follows:
a. A tool for Adaptive Behavior Scale for adults tested
accords with the principle of parsimony SEM.
b. The adult first-order theory of adaptive behavior
model are a sense of responsibility, capabilities of work, and communication skills; second-order model are a cognitive theory, autonomy, and social ability.
c. Adaptive behavior for adults with mental retardation
is the second-order model.
d. The general adult adaptive behavior is the
second-order model.
e. The mentally retarded adults and the adults of the
general theoretical model of adaptive behavior are similar.
f. The differences between the mentally retarded adults and the general adults are the following three abilities: follows rules, obeys laws and avoids victimization.
g. The performance of the adaptive behavior for the adults with mental retardation is 67 percent under the average.
h. The performance of adaptive behavior Adults with mental retardation on the two subscale scores such as the sense of responsibility, communication skills are above the average.
i. The performance of adults with mental retardation on the cognitive, work, independence, social and other adaptive behavior in four sub-scales scores is under the average.
j. Gender and other seven background variables on adaptation were of significant differences in behavior.
k. Other than gender, the other six variables in the context of adaptive behavior on the six sub-scales were significantly different.
l. Gender variable on the sense of responsibility, cognitive ability, the ability to work, autonomy, and the ability to communicate on the five sub-scales were statistically significant differences in adaptive behavior and performance, besides, women were better than men, but in the social skills sub-scales, there were no significant differences.
m. The age of gender background variables compared with six sub-scales had significant differences.
(a) In terms of age, the ability to communicate of the 18~24-year-old was higher than that of 25 to 29 years old, and 35~39 years of age; the other five sub-scales showed 18~24 years old was higher than 40~44-year-old.
(b) In terms of the level of obstacles, the six sub-scales showed that the slight was higher than the moderate and the severe; and the moderate higher than the severe.
(c) In terms of education, after compared with the sense of responsibility on sub-scales, people from the vocational schools were higher than the junior high, elementary school and the uneducated; people from the junior high were higher than the uneducated. While on cognitive sub-scales; the junior high higher than the elementary school; the elementary higher than the uneducated. While the other four sub-scales showed the vocational schools higher than the junior high, elementary school and the uneducated; junior high higher than the uneducated; elementary school higher than the uneducated, but there was no knowing for junior high higher than elementary school.
(d) In terms of working condition, full time higher than part-time or no work; part-time work higher than no work.
(e) In terms of the employment situation, the competitive higher than asylum-based, non-employment; support type higher than asylum-based, non-employment type. The no-paid higher than the unemployed shown on the three sub-scales such as the sense of responsibility, ability to work and communication skills.
(f) In terms of socio-economic status, high socio-economic status higher than middle and low; middle higher than low.
n. The age tended to be linear, three trends on the four
sub-scales such as on responsibility, work and social, communication skills.
o. The age on awareness and autonomy on the two sub-scales tended to be linear trend, quadratic trend, three times a trend.
p. Adaptive behavior of adults with mentally
retardation 45-year-old when the curve in rapid decline.
Finally, according to the above assumption, eight recommendations were provided for special education educators, labor affairs, social affairs, internal affairs, health care, correctional institutions, and the follow-ups.
Keywords: adaptive behavior, SEM, one-way multivariate analysis of variance, trend analysis
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