社會適應表現檢核表之信效度及其相關因素之研究

盧台華; 林燕玲

doi:10.6172/BSE200603.3001001

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社会科学 > 教育学

DOI： 10.6172/BSE

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社会适应表现检核表之信效度及其相关因素之研究

Reliability and Validity of the "Adaptive Behavior Performance Checklist"

卢台华(Tai-Hwa Emily Lu) ；林燕玲(Yen-Ling Lin)

特殊教育研究学刊； 30 期 (2006 / 03 / 01) ， P1 - 25

繁体中文 DOI： 10.6172/BSE200603.3001001

适应行为；身心障碍；智能障碍；监定与安置； Adaptive Behavior ； Disabilities ； Mental Retardation ； Intellectual Disabilities ； Identification and Placement

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摘要 │ 参考文献 (47) │ 被引用文献 (4) │ 国际计量

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The main purpose of this study was to explore the reliability and validity of the newly edited Adaptive Behavior Performance Checklist, which includes 120 items for identifying students with intellectual disabilities in the areas of self-care, mobility, communication, social-emotion, and functional academics. In addition to determining this scale's reliability and validity, we were seeking to understand the degree to which adaptive behavior performances are a function of age, and the differences between normal subjects and students with intellectual disabilities with regard to the performance of adaptive behaviors. In total, 1736 students from age 5 to 15 participated in this study. Among these, 1150 were normal subjects and 586 were students with intellectual disabilities. The data were analyzed using Cronbach α, test-retest reliability, factor analysis, one-way analysis of variance, and Scheffe' post-hoc comparisons. The main findings were: (1) Cronbach α and test-retest comparison showed very high correlation coefficiencies among five domains and whole scale; (2) the inter-scale correlations showed high consistency among five domains and sub-domains; (3) conceptual, social, and practical skills, as defined by AAMR's (2002) categorization of adaptive skill areas, seemed to be the main factors in determining adaptive behavior performances, but personal independence could be the single and general factor in determining adaptive skills; (4) adaptive behavior performances varied according to age group, with the older students performing better, although this was not stabilized until the age of 12; (5) adaptive behavior performances of students with intellectual disabilities varied with both age and deficit level; (6) the five domains and sub-domains could effectively determine whether students had intellectual disabilities; (7) the performances of normal subjects without adaptive behavior limitations in any one of the five domains achieved significantly higher scores than those of both normal subjects with adaptive behavior limitations and subjects with intellectual disabilities; (8) the performances of normal subjects with limitations in self-care, communication, and functional academics scored higher than those of students with intellectual disabilities. Finally, this study makes some suggestions for future research.

参考文献 ( 47 ) 〈TOP〉

American Association on Mental Retardation(2002).Mental Retardation: Definition, classification, and systems of supports.Washington, DC:American Association on Mental Retardation.
American Association on Mental Retardation(1992).Mental Retardation: Definition, classification, and systems of supports.Washington, DC:American Association on Mental Retardation.
Balboni, G.,Pedrabissi, L.,Molten, M.,Villa, S.(2001).Discriminate validity of the Vineland Scales: Score profiles of individuals with mental retardation and a specific disorder.American Association of Mental Retardation,106(2),162-172.
Bildt, A.,Sytema, S.,Kraijer, D.,Sparrow, S.,Minderaa, R.(2005).Adaptive functioning and behaviour problems in relation to level of education in children and adolescents with intellectual disability.Journal of Intellectual Disability Research,49(9),672-681.
Birch, H. G.,Cornwell, A. C.(1969).Psychological and social development in home-reared children with Down`s syndrome.Amercian Journal of Mental Deficiency,73(3),341-350.

被引用文献 ( 4 ) 〈TOP〉

蔡明富(2011)。特殊教育中有无伴随品性疾患之注意力缺陷过动症学生的学校与家庭适应。应用心理研究，49，31-63。
张凤麟,林健禾(2018).Adaptation Impairment in Primary School Children with Attention Deficient Hyperactivity Disorder: A Pilot Study.台湾精神医学,32(1),72-78+iv.
锺宜桥、潘倩玉、许柏仁(2016)。复合式直排轮课程对高职智能障碍学生体适能与动作技巧之影响。体育学报，49(2)，209-222。
(2007)。更生人就业与家庭适应之社会工作。社区发展季刊，119，298-312。

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