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題名:國民中小學情緒行為障礙學生多元介入團隊模式之研究
作者:陳志平
作者(外文):chih-ping Chen
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:周台傑 博士
孟英如 博士
學位類別:博士
出版日期:2010
主題關鍵詞:情緒行為障礙多元介入鑑定安置多元處遇輔導成效結構模式emotional and behavioral disordermultiple interventiondentification and placementmultimodal treatmenteducational outcomesstructured model
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摘要
本研究旨在探討國民中小學情緒行為障礙學生之多元介入團隊模式,其目的有四:一、暸解國民中小學情緒行為障礙學生多元介入團隊的鑑定安置輔導措施;二、暸解國民中小學情緒行為障礙學生多元介入團隊的多元處遇;三、暸解國民中小學情緒行為障礙學生多元介入團隊的輔導成效;四、分析國民中小學情緒行為障礙學生多元介入團隊的鑑定安置輔導措施、多元處遇與輔導成效的關係、預測與結構方程模式。
本研究採立意抽樣,以「國民中小學情緒行為障礙學生多元介入團隊模式問卷」調查台灣北、中、南地區398位國民中小學教師,並從中抽取主要包含輔導教師的153位教師作為參照樣本。問卷調查後以群集分析與訪談大綱訪談6位教師,並以研究者任教的學校為單位,進行半年的個案研究。研究資料經過分析,獲得以下結果。
一、不同師生背景變項的分布現況:(一)女性普通班教師與特殊教育教師為主要輔導人力;(二)輔導教師缺乏,但國民中學介入較多;(三)年輕稍具經驗的教師為輔導主力;(四)教師的特教專業訓練多於輔導專業訓練;(五)學生安置的學校規模較大;(六)注意力缺陷過動症男學生發現較早,但介入稍晚;(七)情緒行為障礙學生行為與學業的危險因子多; (八)學校運用多元介入團隊的程度偏低。
二、鑑定安置輔導措、多元處遇與輔導成效的現況:(一)鑑定安置輔導措施、多元處遇達良好程度,但輔導成效中等;(二)負向外在行為與學業問題出現率越高,改善情況越差;(三)輔導教師比例與學生部分行為改變有關。
三、不同師生背景變項的鑑定安置輔導措、多元處遇與輔導成效的差異:(一)多數的教師背景變項會影響鑑定安置輔導措施;(二)教師的性別、學歷、職務、輔導背景、學校規模影響多元處遇;(三)教師的年資、任教地區影響輔導成效;(四)多數的學生背景變項會影響鑑定安置輔導措施;(五)學生的主要問題與輔導資源影響多元處遇;(六)鑑輔會證明、學生的主要問題與輔導資源影響輔導成效。
四、鑑定安置輔導措施與多元處遇預測輔導成效的情形:(一) 鑑定安置輔導措施與多元處遇預測輔導成效的狀況較不理想;(二)人際關係、認知、形象/想像、安置輔導是輔導成效的重要預測變項。
五、國民中小學情緒行為障礙學生多元介入團隊模式:(一)鑑定安置輔導措施必須經由多元處遇才能間接影響輔導成效;(二)不同職務教師的多元處遇不同。
六、教師訪談結果:(一)各縣市的鑑定安置輔導措施差異大;(二)多元處遇較少運用感覺、形象/想像策略;(三)不同專業缺乏整合與追蹤輔導成效。
七、個案研究結果:(一)化學校疑慮為輔導助力;(二)加強溝通與宣傳;(三)尋求協助人力與調整輔導空間;(四)調整輔導策略;(五)解決問題與追蹤輔導成效;(六)歸納輔導重點與維持輔導熱誠。
八、多元介入團隊模式的修正與整合:根據上述結果修正國民中小學情緒行為障礙學生多元介入團隊模式。
最後根據上述研究結果提出若干建議以期作為未來教育輔導及相關研究參考之用。
Abstract
This study explored the model for multiple intervention teams and the relationships among procedures for identification and placement (IDP), multimodal treatment (MMT), and educational outcomes (EOs) for elementary and secondary students with emotional and behavioral disorder (EBD). A quantitative questionnaire was adopted and 398 efficient questionnaires are received, from whom withdrew 153 teachers as reference group for comparing special and general education with guidance teachers. After descriptive statistics, ANOVA, correlation, multiple regression analysis, and structured equation model (SEM), 6 teachers were invited for semi-structured interview and a case study was conducted in researcher’s school regarded as a unit for 6 months as a supplemented data. After data process, the results were as follows:
1.The demographic information about teachers and students with EBD: (1) Most teachers of EBD are female, general and special education teachers; (2) There is a shortage of guidance teacher, but it’s better in secondary school; (3) Most teachers are younger and fewer years of teaching experience; (4)Teachers’ professional training in special education competence is more than guidance training; (5) School size affect placement for students with EBD; (6) Attention deficit hyperactivity disorder (ADHD) can be identified early, but intervened late; (7) Pay attention to risk factors of students with EBD including academic and behavioral problems; (8) The use of multiple intervention teams isn’t sufficient.
2.The current state of teaching elementary and secondary students with EBD: (1) Procedures for IDP and MMT are better, but EOs are intermediate; (2) It’s hard to improve high levels of behavior and study problems;(3) There exit relationships between percentage of guidance teacher and improving the behavior problems of students with EBD.
3.The differences among procedures for IDP, MMT, and EOs: (1) Procedures for IDP vary based on most of teacher variables; (2) Teachers’ gender, education, categories, guidance background, and school size significantly affect MMT (3) Teachers’ seniority and school areas significantly affect EOs; (4) Procedures for IDP vary based on most of student variables; (5) Main problems and guidance resource significantly affect MMT; (6) Certification for students with EBD, main problem and guidance resource significantly affect EOs.
4.The prediction of procedures for IDP, MMT, and EOs: (1) IDP and MMT can predict EOs, but not very well; (2) Interpersonal relationships, cognition, imagery can efficiently predict EOs.
5.Structured equation model of IDP, MMT, and EOs: (1) The indirect effect of IDP on EOs must be cooperated with MMT; (2) Structural equation modeling of teacher categories is different.
6.The results of teacher interviews: (1) Procedures for IDP vary greatly based on county system; (2) Sensation and imagery weren’t often adopted by teachers; (2) Enhancements of cooperative work and tracking progress of EOs for professional team.
7.The results of case study: During the period of case study, 6 steps were found to get out of trouble for teachers of students with EBD in researcher’s school.
8.Integration of multiple intervention teams: There is an integration of multiple intervention teams according to the conclusions of this study.
Finally, some suggestions for these applications in education, guidance and the directions for further research are suggested based on the findings and the limitations of this study.
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