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題名：高中職身心障礙學生生活自理能力影響因素之階層線性模式分析
書刊名：特殊教育學報
作者：黃彥融
作者(外文)：Huang, Yan-rong
出版日期：2013
卷期：37
頁次：頁93-112
主題關鍵詞：高中職身心障礙學生生活自理能力；階層線性模式；特殊教育長期追蹤資料庫；Living skills of senior high school students with disabilities；Hierarchical linear model；HLM；Special needs education longitudinal study；SNELS
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:76
  • 點閱點閱:103
本研究旨在探討高中職身心障礙學生生活自理能力之影響因素。本研究中所探討之跨層次的效果，包括個體層次及總體層面對於生活自理能力的影響關係，以階層線性模式（Hierarchical Linear Model, HLM）進行統計分析，來驗證這些層次效果，希冀建構與驗證高中職身心障礙學生生活自理能力之影響因素。本研究對象為我國建立之特殊教育長期追蹤資料庫（special needs education longitudinal study, SNELS）所登載之98學年度問卷資料，經過嵌套（nested）配對後，選出有效樣本為學校數264所，學生數2,065人。最後，針對研究結果提出具體建議，以提供國內特殊教育政策制定與修正、教育實務應用及未來研究之參考。本研究主要的研究發現（1）高中職身心障礙學生其性別、年級、障礙類別及自我決策能力等個人背景因素對其生活自理能力有顯著之影響；（2）高中職身心障礙學生不因其學校性質與學校類型等學校背景因素而對其生活自理能力有所影響；（3）高中職身心障礙學生其年級、障礙類別及自我決策能力等個人背景因素受到學校類型之調節作用，而在生活自理能力上產生影響；（4）在各模型中以完整模型的適配性最高。
The purpose of this study was to explore the factors influencing living skills of senior high school students with disabilities. The research examined the inter-level effects, which included the effects of individual factors and the collective effects on the factors. Hierarchical Linear Model (HLM) was adopted for the analyses. This study adopted the empirical data from Special Needs Education Longitudinal Study (SNELS) in 2009. After the data had been nested and matched, effective sample included 264 schools with 2,065 students, wishing to construct and verify a model which could effectively predict living skills of Taiwan senior high school students with disabilities. According to the findings, some suggestions were made to the future development of special education and following studies. Major findings were as follows: (1) Student-level factors (gender, grade, categories of disabilities, and self-determination skills) had direct effects on senior high school students with disabilities. (2) School-level factors had no differences on senior high school students with disabilities. (3) Student-level (grade, categories of disabilities, and self-determination skills) and school-level factors had cross-level interactions effects on senior high school students with disabilities. (4) The full model was the best model to analyze the factors influencing living skills of senior high school students with disabilities.
期刊論文
1.吳瑀嫺、王志翔、鍾志從(2012)。幼兒生活自理能力與父母教養類型之關聯。幼兒教育，308，28-45。  延伸查詢new window
2.林坤燦(19921200)。教導中重度智能不足兒童生活自理技能及其個別成效之分析。特殊教育季刊，45，17-21。new window  延伸查詢new window
3.洪清一(20021100)。智能障礙學童生活自理技能教導策略之研究。東臺灣特殊教育學報，4，29-52。new window  延伸查詢new window
4.張萩琴、廖容瑜(20130300)。教師實施以生活技能為基礎之藥物濫用防制課程計畫之忠誠度研究。中等教育，64(1)，64-84。new window  延伸查詢new window
5.Belva, B. C.、Matson, J. L.(2013)。An examination of specific daily living skills deficits in adults with profound intellectual disabilities。Research in Developmental Disabilities，34，596-604。  new window
6.Hilgenkamp, T. I. M.、Wijck, R.(2011)。Instrumental activities of daily living in older adults with intellectual disabilities。Research in Developmental Disabilities，32，1977-1987。  new window
7.Jamison, K. R.、Forston, L. D.、Stanton-Chapman,T. L.(2012)。Encouraging social skill development through play in early childhood special education classrooms。Young Exceptional Children，15(2)，3-19。  new window
8.Matson, J. L.、Dempsey, T.、Fodstad, J. C.(2009)。The effect of autism spectrum disorders on adaptive independent living skills in adults with severe intellectual disability。Research in Developmental Disabilities，30(6)，1203-1211。  new window
9.Smith, R. L.、Collins, B. C.、Schuster, J. W.、Kleinert, H.(1999)。Teaching table cleaning skills to secondary students with moderate/severe disabilities: Facilitating observational learning during instructional downtime。Education and Training in Mental Retardation and Developmental Disabilities，34(3)，342-353。  new window
10.Stanton-Chapman, T. L.、Denning, B. D.、Jamison, K. R.(2012)。Communication skill building in young children with and without disabilities in a preschool classroom。The Journal of Special Education，46(2)，78-93。  new window
11.Taylor, P.、Collins, B. C.、Schuster, J. W.、Kleinert, H.(2002)。Teaching laundry skills to high school students with disabilities: generalization of targeted skills and nontargeted information。Education and Training in Mental Retardation and Developmental Disabilities，37(2)，172-183。  new window
12.邱皓政、溫福星(20070300)。脈絡效果的階層線性模型分析：以學校組織創新氣氛與教師創意表現為例。教育與心理研究，30(1)，1-35。new window  延伸查詢new window
13.王天苗(20090600)。「特殊教育長期追蹤資料庫」簡介。人文與社會科學簡訊，10(3)，108-116。  延伸查詢new window
研究報告
1.Newman, L.、Wagner, M.、Cameto, R.、Knokey, A.(2009)。The post-high school outcomes of youth with disabilities up to 4 years after high school。Menlo Park, CA：SRI International。  new window
學位論文
1.林坤燦(1995)。職業技能訓練方案對於增進中重度智能障礙者工作成效之影響(博士論文)。國立臺灣師範大學，臺北市。new window  延伸查詢new window
2.李昆霖(2012)。高中普通班身心障礙學生特殊教育需求及學習經驗之研究(博士論文)。國立彰化師範大學，彰化市。new window  延伸查詢new window
3.曾月照(2002)。視覺提示策略對國小自閉症學生生活自理學習成就之研究(碩士論文)。國立嘉義大學，嘉義市。  延伸查詢new window
4.曾家濱(2002)。高中職特殊教育班輕度智能障礙學生基本能力之研究(碩士論文)。彰化師範大學，彰化市。  延伸查詢new window
5.王明泉(2000)。高職階段智能障礙學生自我決策能力相關影響因素及教學方案成效之研究(博士論文)。彰化師範大學。new window  延伸查詢new window
圖書
1.教育部(2011)。特殊教育課程發展共同原則及課程綱要總綱與配套措施-特殊需求領域課程大綱。臺北市：教育部。  延伸查詢new window
2.Steere, D. E.、Garrison, H.、Burgener, J.(2008)。School and home living adaptive skills。Adaptive Behavior Assessment System-II: Clinical Use and Interpretation。New York, NY：Academic Press。  new window
3.Wehman, P.(1997)。Curriculum design。Functional curriculum for elementary, middle, and secondary age students with special needs。Austin, TX：Palatino。  new window
4.溫福星(2006)。階層線性模式：理論、方法與應用。臺北市：雙葉書廊有限公司。  延伸查詢new window
5.林坤燦(1998)。智能障礙者職業教育與訓練。臺北市：五南。  延伸查詢new window
6.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.Brolin, D. E.(1995)。Career Education: A Functional Life Skills Approach。Englewood Cliffs, NJ：Columbus：Merill：Prentice-Hall。  new window
8.張芳全(2010)。多層次模型在學習成就之研究。臺北市：心理出版社。  延伸查詢new window
9.Raudenbush, Stephen W.、Bryk, Anthony S.(2002)。Hierarchical Linear Models: Applications and Data Analysis Methods。Thousand Oaks, CA：Sage Press。  new window
10.Mastropieri, M. A.、Scruggs, T. E.(1994)。Effective instruction for special education。Austin, TX：PRO-ED。  new window
11.Brolin, D. E.、Loyd, R. J.(2004)。Career Development and Transition Services: A Functional Life Skills Approach。Upper Saddle River, NJ：Prentice Hall。  new window
 
 
 
 
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