功能性動作訓練對國中智能障礙學生動作技能之成效個案研究

A Case Study on the Effectiveness of Functional Movement Training on Motor Skills of a Junior High School Student With Intellectual Disabilities

10.6162/SRR.202407_(168).0003

左盛陽(Sheng-Yang Tso)；康舒婷(Shu-Ting Kang)

單一受試研究法 ； 坐站起走測驗 ； 視覺分析 ； 超越中數比率 ； single-subject research design ； timed up and go test ； visual analysis ； percentage exceeding the median

大專體育

168期（2024 / 07 / 01）

34 - 43

繁體中文;英文

過去研究針對國中教育階段集中式特教班智能障礙學生動作介入並不多，仍在發展階段。然而，動作技能對智能障礙學生未來的就業轉銜為重要能力的考量。因此，本研究旨在探討功能性動作訓練對智能障礙學生動作技能之成效，提供國中特教教師相關課程的參考。以單一受試研究法之A-B-M實驗設計，研究階段分成基準期、介入期與維持期，招募一位八年級智能障礙女學生為研究對象，研究工具除自編課程外，並使用「坐站起走測驗」評估學生的動作技能。為期10週，每週2次，每次45分鐘的功能性動作訓練方案介入後，研究結果發現，智能障礙學生在坐站起走測驗秒數下降，表示其動作技能有所提升，且當介入撤除後，仍具有維持效果。本研究結論認為，功能性動作訓練融入體育課程方案，對智能障礙學生下肢動作技能具有成效，可供國中特教教師相關課程的參考。

Research literature includes few discussions of motor interventions for students with intellectual disabilities in centralized special education classes at the junior high school level. These forms of intervention are still in the developmental phase. However, motor skills are an important consideration for the future employment transfer of students with intellectual disabilities. Therefore, this study aimed to explore the effectiveness of functional movement training on the motor skills of a student with intellectual disabilities. Using the A-B-M design, this single-subject research was divided into three phases: baseline, intervention, and maintenance. An eighth-grade female student with an intellectual disability was recruited as the research subject. In addition to a self-programmed course, the research also utilized the "timed up and go" test to assess the student's motor skills. The 10-week intervention program involved functional movement training, twice a week for 45 minutes each time. Subsequent results of the study found that the number of seconds in the timed up and go test for the student decreased, indicating that her motor skills had improved. This effect was still maintained after completion of the intervention program. We conclude that functional movement training integrated into physical education class programs is effective in improving the lower limb motor skills of students with intellectual disabilities. This study can be used as a reference by junior high school special education teachers for relevant courses.