以童書為媒介提升身心障礙兒童入學準備能力之成效分析

Children's Books as a Means of Enhancing the School Readiness of Children with Disabilities: An Outcome Study

10.6172/BSE200609.3101001

林月仙(Yueh-Hsien Lin)

身心障礙兒童 ； 入學準備能力 ； 幼小轉銜 ； 讀書治療 ； 準實驗設計 ； children with disabilities ； school readiness ； transition to elementary school ； bibliotherapy ； quasi-experimental design

特殊教育研究學刊

31期（2006 / 09 / 01）

1 - 22

繁體中文

本研究旨在探討以童書為媒介提升身心障礙兒童入學準備能力之成效。研究對象是21名領有身心障礙手冊，就讀幼托園所大班之兒童。自變項（以下稱「實驗方案」）含括三部分：(1)研究者以對話方式導讀童書，幫助研究對象瞭解各項入學準備能力概念，並結合示範、提示、增強和消弱等行為策略，協助研究對象習得與維持各項入學準備能力技能；(2)請家長每天引導研究對象閱讀童書和練習入學準備能力技能；(3)研究者提供家長特教諮詢服務。本研究以準實驗研究法和臨床顯著性探討實驗方案之成效。研究結果顯示實驗方案對身心障礙兒童入學準備能力之提升具有立即和追蹤成效，能增進多數研究對象之入學準備能力，但對於有嚴重情緒問題的自閉症兒童，教學效果有限。最後根據研究結果對未來研究提出若干建議。

The purpose of this study was to investigate the use of children's books to enhance the school readiness of children with disabilities. Twenty-one subjects with disability certificates, currently enrolled in kindergarten, participated in the study. Three types of interventions were implemented. First, the researcher read out loud from books using dialogues to introduce concepts of school readiness to the participants. Moreover, several behavioral strategies, including demonstration, reminder, reinforcement, and extinction, were used to facilitate children's learning or maintain school readiness skills. Second, to further strengthen the degree of these children's preparation for school, parents were encouraged to read books to their children and to teach them to practice school readiness skills. Third, special education consultation was provided for parents as needed. A quasi-experimental design was employed to examine the effects of a joint book-reading intervention program. Analysis of covariance and t-test made clear both the immediate and the follow-up effects of interventions on promoting school readiness in a majority of children with disabilities. However, limited effects were seen in three autistic children with severe emotional problems who were delayed from entrance to the primary school for one year. Strategies for improving school readiness skills in children with disabilities were suggested based on the findings.

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