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題名:高職階段智能障礙學生社會技能訓練效果之研究
作者:蔡桂芳 引用關係
作者(外文):Guey-Fang Tsai
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
指導教授:許天威
林惠芬
學位類別:博士
出版日期:2001
主題關鍵詞:智能障礙社會技能訓練mantal retardationsocial skill training
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(12) 博士論文(5) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:12
  • 共同引用共同引用:0
  • 點閱點閱:70
中文摘要
本研究旨在探討高職階段智能障礙學生接受社會技能訓練之效果。研究分為兩大部分:一為編製「高職智能障礙學生社會技能評量表」,除探討量表之適用性外,並建立標準化常模、T分數及百分等級,以供評量智能障礙學生社會技能表現之用。二為實驗教學,探討運用系統化的社會技能訓練方案,對高職智能障礙學生進行社會技能訓練後的立即效果、保存效果及類化效果。
為達研究目的,研究者進行文獻探討建立高職階段智能障礙學生社會技能之運作架構,其後根據本架構編製「高職階段智能障礙學生社會技能量表」,進行全國高職智能障礙特教班學生之實測。實測之對象為八十九學年度就讀於全國高職智能障礙特教班全體學生,計回收有效樣本1323名。實測所得資料分別以次數分配、常態化考驗、因素分析、Pearson積差相關、三因子變異數分析等統計方法分析後,發現高職智能障礙學生的社會技能表現在年級和障礙程度上有顯著差異,遂據此結果依年級和障礙程度建立標準化常模、T分數及百分等級資料。
研究的第二部分為實驗教學,實驗對象為國立台中高工、國立台中高農一、二年級輕度智能障礙學生共50名,先接受「高職階段智能障礙學生社會技能評量表」之前測,再隨機分成實驗與控制兩組。研究中所採用的工具分別為「高職階段智能障礙學生社會技能評量表」、「社會情境類化表現評量」之教師版和家長版、「個案社會情境類化訪談表」及「社會技能訓練方案教師意見表」。所得的資料以單因子共變數分析、百分比、質的訪談等方法,進行統計考驗或資料分析後有以下發現:
一、社會技能訓練方案有助於高職階段智能障礙學生社會技能表現之增進,實驗組學生在立即後測、追蹤後測上的表現均優於未接受訓練方案的控制組。
二、社會技能訓練方案有助於高職階段智能障礙學生社會技能表現之類化,三名從實驗組中選取的高、中、低分個案,都能在「社會情境類化表現評量」之教師版和家長版上,顯示出類化效果。
三、針對三名個案家長及職場實習教師進行質的訪談,訪談內容也支持個案在實習場所及家庭中的社會技能有明顯類化表現。
根據上述研究發現,社會技能訓練方案對高職階段智能障礙學生而言,確有明顯之訓練效果。研究者也提出數點對特教教師、家長在教育上的建議;並提出若干後續研究可行方向。
The effects of social skills training on vocational senior high school students with mental retardation .
Abstract
The purpose of this research was to discuss the effect of social skills training on vocational senior high school students with mental retardation. This research has two main parts: The first part was the development of “social skills rating system for vocational senior high school students with mental retardation”, the second part was the social skills training experimental design.
On developing the “social skills rating system for vocational senior high school students with mental retardation”, literature was reviewed to set up the structure of the rating system. The application spot, kinds of surrounding people, types of interaction, selfcorrelation were the main consideration.
The testing subjects of the rating system ware all the students with mental retardation in the vocational senior high school. 1323 questionnaires were usable for statistical analysis, which contained frequency distribution, normalization test, factor analysis, Pearson’s correlation, three ways ANOVA. Significant differences were achieved on the grades and the levels of disabilities, which were further arrange as T-score and percentile.
The social skills training experiment had 50 subjects, two groups, ex-post test design was adopted, the experimental data were analyzed through one way ANOVA, percentage, interview files. The conclusions are stated as follows:
1.The social skills training can enhance the subject’s social skills performance. The trained students perform better the untrained students.
2.The social skills training can help the subjects generalize their social skills performance by experimental data.
3.The interview data about the social skills training also showed good generalization effect.
According to these findings, several suggestions for special education teachers and parents were proposed.
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