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題名：青少年智能障礙學生活動與參與量表之發展
作者：張萬烽 引用關係
作者(外文)：Wanf Feng, Chang
校院名稱：國立高雄師範大學
系所名稱：特殊教育學系
指導教授：吳裕益
陳靜江
學位類別：博士
出版日期：2013
主題關鍵詞：智能障礙；國際健康功能與身心障礙分類系統-兒童與青少年版；活動與參與；因素分析；適應行為；intellectual disabilities；ICF-CY；activities and participation；factor analysis；adaptive behavior
原始連結：連回原系統網址new window
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本研究以世界衛生組織所發展之「國際健康功能與身心障礙分類系統-兒童與青少年版」(ICF-CY)為架構，進行青少年階段智能障礙學生「活動與參與」九個向度中類目的重要性評定，以建立核心碼；並編製「青少年智能障礙學生活動與參與量表」，以12歲到18歲智能障礙學生為對象進行實際評量，除考驗量表各種信、效度外，亦建立常模，以供智能障礙學生鑑定與教學之用；最後以所收集到的評量資料進行因素分析，以探究「活動與參與」領域理論架構為何。本研究之主要結果分別說明如下。
首先，在建立核心碼方面，本研究以101位高雄市國中和高中職特殊教育教師為對象，運用階層分析法來瞭解其對於活動與參與中各向度和類目的相對重要性。結果發現在ICF-CY的九個向度中，以第五章「自我照顧」、第八章「主要生活領域」和第六章「居家生活」較為重要，而前二十個類目則是以第五章和第六章居多，另外以類推性理論進行相對性評量的信度考驗，顯示評量結果受到誤差所造成的變異成分較大。
至於在量表編製方面，研究者先編輯題目，然後邀請13位學者專家進行內容檢核，並運用AiKen內容係數，進行題目修正，形成276題預試題目。在預試工作上，以分層叢集抽樣，針對高雄市390位國中和高中階段智能障礙學生進行評定，回收問卷後，以試題反應理論中的單參數Rasch模式進行分析。在刪除2題適配度欠佳的題目後，再以全國中等教育階段智能障礙和一般學生為對象，進行分層叢集抽樣，分別回收1,686和1,676份問卷。信度方面蒐集包括重測信度、評分者一致性信度和內部一致性等；而效度證據方面，則包括內容效度、效標效度和建構效度等三種，經分析發現本研究具有良好信效度證據，並依據樣本建立常模，同時利用ROC曲線，進行常模切截標準之訂定。此外，透過t檢定、單因子變異數分析以及集群分析，發現本研究可以有效區辨不同能力的智能障礙學生。
最後，研究者透過實際樣本資料，先進行試探性因素分析，獲得「活動與參與」為一個因素，再依據相關理論，建構一階九因素模式和二階三因素模式進行驗證性因素分析，無法直接證明「活動與參與」屬於上述兩個模式；透過模式修正，再度進行分析，結果發現，模式適配度雖然提高，但模式的解釋卻變的複雜，因此無法證實「活動與參與」因素可以明確區分為九個向度，另外在多群體分析上，一般學生與智能障礙學生僅在測量加權和結構共變兩個模式有測量不變性。
本研究根據研究結果與結論提出幾點建議以做為未來研究和實務上之參考。
This study employed the Activity and Participation Field as a fundamental structure, which was extracted from International Classification of Functioning, Disability and Health for Children and Youth Version (ICF-CY) developed by the World Health Organization, to assess the importance of the categories of nine domains in Activity and Participation Field applied to teenaged students with intellectual disabilities, in order to establish the core sets. In addition, the study compiled the Activity and Participation Scale for students with intellectual disabilities to carried out the assessment on the subjects between the ages of 12- and 18- year-old students with intellectual disabilities. The study not only tested the scale’s reliability and validity of each evidence, but it also established the norm for the use on identifying and teaching students with intellectual disabilities. Finally, based on the collected empirical data, the factor analysis was implemented to explore the theoretical framework of Activity and Participation Dimension. The major findings of the study were as follows.
First, in aspect of establishing the core sets, the opinions were collected from 101 Kaohsiung high school special education teachers, the researcher utilized analytic hierarchy process (AHP) to understand the teachers’ attitudes to and perceptions of relative importances of each domain and catagories in Activity and Participation Dimension. The results indicated nine domains in Chapter 5 "Self-care", Chapter 8 "the Main Areas of Life", and Chapter 6, "Home Life" were more important; however, the numbers of top 20 categories in Chapters 5 and 6 were far more than that in other chapters. Moreover, employing "generalizability theory" to carry out the reliability test of the relative assessment, the result showed that the variation was mostly caused by errors.
With respect to the scale development, a questionnaire was edited. Thirteen scholars and experts were invited to scrutinize the contents of each question from the questionnaire. Next, Aiken content validity coefficient was used to modify the questions. Thus a pre-test questionnaire of 276 questions was produced. In the pre-trial stage, 390 Kaohsiung junior and senior high school students with intellectual disabilities had been assessed. After retrieving the questionnaire, The Rasch model was used to examine the psychometric properties of the Activity and Participation Scale and by which it deleted two questions with poor fit. The researcher sampled the students with intellectual disabilities and the general students in secondary education in Taiwan and implemented a formal questionnaire. At length, 3362 questionnaires was retrieved. Reliability evidence included test-retest reliability, rater consistency reliability and internal consistency; validity evidence included content validity, criterion-related validity and construct validity. By means of a variety of statistical analysis, it demonstrated that this study had good reliability and validity evidence and built the sample norm. Moreover, by using t-test, ANOVA analysis and cluster analysis, the study found that the scale could effectively distinguish students with intellectual disabilities from different abilities.
Finally, the researcher conducted exploratory factor analysis (EFA) to investigate the factor structure, and found that Activity and Participation Dimension as a factor. And then on the basis of the theory, the study constructed the first-order factor model and the second-order factor model, using confirmatory factor analysis (CFA) to carry out the comparison of a variety of goodness of fit indices. The results showed Activity and Participation Dimension could not be explained by these two models. After correctiing the models, the results found that the model fitness had been improved, but the model became more complex than that before correction. Therefore, it failed to confirm that Activitiy and Participation dimension could be clearly divided into nine domains. In the multi-group analysis, the general students and students with intellectual disabilities were only invariant in the model of measurement weighted and covariance structure.
According to the findings and conclusions, several suggestions were proposed for the future research and practice in the field.
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