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題名：玩具介入方案在降低發展障礙兒童自我傷害行為之應用
書刊名：特教論壇
作者：謝協君 引用關係
作者(外文)：Hsieh, Hsieh-chun
出版日期：2010
卷期：9
頁次：頁1-17
主題關鍵詞：玩具；自傷；發展障礙；學前融合班；Toys；Self-injury；Children with DD；Inclusive preschool setting
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:10
  • 點閱點閱:38
本研究藉由單一受試研究法中之跨受試多試探實驗設計，研究對象爲學前融合班特殊幼兒，每位學生接受10次的玩具介入方案，介入結束兩週後，又進行3次的追蹤期施測。本研究蒐集之資料以單一受試實驗設計之視覺分析法，以瞭解陪讀玩具介入方案是否能有效降低學前融合班發展障礙幼兒在操作玩具時的自我傷害行爲的發生率。同時輔以訪談家長在參與介入方案後的看法，採結構性問題來訪談三位學前融合班發展障礙兒童的家長，透過一對一面對面訪談，由研究者和一位研究助理將訪談逐字稿的內容予以分類，並依此分類來各別進行編碼，刪除有爭議的部分。三位受試者在目視分析結果顯示發展障礙幼兒在陪讀玩具介入方案中，其自我傷害行爲率明顯降低，陪讀家長的訪談結果也顯示此方案除降低自我傷害行爲外，對於發展障礙兒童在表達、情緒、與同學互動上有進步，在陪讀家長訪談內容上也呈現此方案能促進家長與老師間的溝通。
Single subject research and multiple-probe across subjects design was applied. Three children with Developmental Disabilities (DD) from the inclusive pre-school settings participated in this study. Three subjects all got 10 times of training in the intervention phase, and 3 times of training in the follow-up phase. Visual analysis was used in this study in order to analyze the effectiveness of parents’ involvement plan during toy playing sessions on reducing the occurrence of self-injury for children with DD. The structured interview protocols were used to interview these parents who have children with DD. After recoded these data, these parents felt the improvements on expression, emotion, and interaction with classmates for children with DD. The communication between these parents and teachers was also increased.
期刊論文
1.謝協君、何東墀(20080600)。玩具檢核表在學齡前發展障礙兒之運用成效。特殊教育學報，27，157-176。new window  延伸查詢new window
2.謝協君(20100700)。親子玩具活動對腦性麻痺幼兒動作發展的影響。特殊教育研究學刊，35(2)，81-101。new window  延伸查詢new window
3.Hsieh, H. C.(2008)。Effects of ordinary and adaptive toys on pre-school children with developmental disabilities。Research in Developmental Disabilities，29(5)，459-466。  new window
4.鈕文英(20021200)。國小階段融合教育實施模式與策略初探。特教園丁，18(2)，1-20。  延伸查詢new window
5.Patel, M. R.、Carr, J. E.、Kim, C.、Robles, A.、Eastridge, D.(2000)。Functional analysis of aberrant behavior maintained by automatic reinforcement: assessments of specific sensory reinforcers。Research in Developmental Disabilities，21(5)，393-407。  new window
6.Lovaas, Ole Ivar、Newsom, C.、Hickman, C.(19870300)。Self-stimulatory behavior and perceptual reinforcement。Journal of Applied Behavior Analysis，20(1)，45-68。  new window
7.Soodak, L. C.、Podell, D. M.、Lehman, L. R.(1998)。Teacher, student, and school attributes as predictors of teachers' responses to inclusion。Journal of Special Education，31(4)，480-497。  new window
8.羅明華(20020900)。遊戲治療在國民小學的實施與考量。輔導季刊，38(3)，1-6。new window  延伸查詢new window
9.Cousins, R.、Thomson, D.(2001)。Integrating students with physical disabilities: part 2.。British Journal of Therapy and Rehabilitation，8(5)，186-190。  new window
10.Gal, E.、Dyck, M. J.、Passmore, A.(2009)。The relationship between stereotyped movements and self-injurious behavior in children with developmental or sensory disabilities.。Research in Developmental Disabilitie，30(2)，342-352。  new window
11.Lang, R.、Didden, R.、Machalicek, W.、Rispoli, M.、Sigafoos, J.、Lancioni, G.、Mulloy, A.、Regester, A.、Pierce, N.、Kang, S.(2010)。Behavioral treatment of chronic skin-picking in individuals with developmental disabilities: A systematic review。Research in Developmental Disabilities，31(2)，304-315。  new window
12.Malone, M. D.、Langone, J.(1998)。Variability in the play of preschoolers with cognitive delays across different toy sets.。International Journal of Disability, Development and Education，45，127-142。  new window
13.Nordmark E.、Hagglxind G.、Lagergren J.(2001)。Cerebral palsy in southern Sweden II. Gross motor function and disabilities.。Acta paediatrica，90(11)，1277-1282。  new window
14.Romer, M.、Nancy L.、Dougherty, N. J.(2009)。Oral self-injurious behaviors in patients with developmental disabilities。Denial Clinics of North America，53(2)，339-350。  new window
15.Symons, F. J.、Thompson, T.(1997)。A review of self-injurious behavior and pain in persons with developmental disabilities。International Review of Research in Mental Retardation，21，69-111。  new window
16.Tang, J-C.、Patterson, T. G.、Kennedy, C. H.(2003)。Identifying specific sensory modalities maintaining the stereotypy of students with multiple profound disabilities。Research in Developmental Disabilities，24，433-451。  new window
17.Zhou, L.、Goff, G. A.(2000)。Effects of increased response effort on self-injury and object manipulation as competing responses.。Journal of Applied Behavior Analysis，33，29-40。  new window
18.林惠芬(2000)。功能行性評量對智能障礙學生固著行爲介入處理成效之硏究。特殊教育學報，15，85-105。  延伸查詢new window
19.歐滄和(1993)。如何爲遊戲治療選擇玩具和材料。測驗與輔導，118，2414-2416。  延伸查詢new window
20.Caulfield, R.(2000)。Beneficial effects of tactile stimulation on early development。Early Childhood Education Journal，27，255-257。  new window
21.Harchik，A. E.、Sherman,J. A.、Sheldon, J. B.(1992)。The use of self-management procedures by people with developmental disabilities。A brief review，13(3)，211-227。  new window
22.Horn, R. D.(1980)。The effects of an environmental enrichment program on the behavior of institutionalized profoundly retarded children。Journal of Applied Behavior Analysis，13，473-491。  new window
23.Kemp, A. S.、Fillmore, P.T.、Lenjavi, M. R.、Lyon, M.、Chicz-DeMet, A.、Touchette, P.E.、Sandman, C. A.(2008)。Temporal patterns of self-injurious behavior correlate with stress hormone levels in the developmentally disabled.。Psychiatry Research，157，181-189。  new window
24.Lindberg, J. S.、Iwata, B. A.、Kahng, S. W.(1999)。On the relation between object manipulation and stereotypic self-injurious behavior.。Journal of Applied Behavior Analysis，32，51-62。  new window
25.Lieber, J.、Beckman, P. J.(1991)。The role of toys in individual and dyadic play among children with handicaps。Journal of Applied Developmental Psychology，12，189-203。  new window
26.Matson, J. L.、Mahan, S.、LoVullo, S. V.(2009)。Parent training: A review of methods for children with developmental disabilities.。Research in Developmental Disabilities，30(5)，961-968。  new window
27.Singh, N. N.、Lancioni, G. E.、Winton, A. W.、Molina, E. J.、Sage, M.、Brown, S.、Groeneweg, J.(2004)。Effects of Snoezelen room, activities of daily living skills training, and vocational skills training on aggression and self-injuiy by adults with mental retardation and mental illness.。Research in Developmental Disabilities，25(3)，285-293。  new window
28.Reese, R. M.、Richman, D.、Belmont, J.、Morse, P.(2005)。Functional characteristics of disruptive behavior in developmentally disabled children with and without autism。Journal of Autism & Developmental Disorders，35，419-428。  new window
29.Shore, B. A.、Iwata, B. A.、DeLeon, I. G.、Kahng, S.、Smith, R. G(1997)。An analysis of reinforce substitutability using object manipulation and self-injury as competing responses.。Journal of Applied Behavior Analysis，30，21-41。  new window
30.VoIImer, T. R.(1994)。The concept of automatic reinforcement: Implications for behavioral research in developmental disabilities.。Research in Developmental.Disabilities，15(3)，187-207。  new window
圖書
1.Abrams, B. W.、Kauffman, N. A.(1990)。Toys for Early Childhood Development: Selection Guidelines for Infants, Toddlers, and Preschoolers。West Nyack, NY：Center for Applied Research in Education。  new window
2.Niels B.、Landreth, G. L.(2001)。Have toys will travel: A traveling play thera pist in the school setting.。Innovations in play therapist issues, process, and special populations \\ G L. Landreth (Ed.)。Philadelphia。  new window
3.曹純瓊(2000)。學前融合教育。台北。  延伸查詢new window
4.Jenkinson, J. C.(1997)。Mainstream or Special? Educating students with disabilities.。London。  new window
圖書論文
1.Stainabck, S.、Stainback, W.(1992)。Schools as inclusive communities。Controversial issues confronting special education: Divergent perspectives。Needham Heights, MA：Allyn ＆ Bacon。  new window
 
 
 
 
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