智能障礙學生視覺動作統整能力與學校日常生活功能表現

Visual-Motor Integration and School Functions in Children with Intellectual Disabilities

張茹茵(Ju-Ying Chang)

智能障礙學生 ； 視覺動作統整 ； 學校日常生活功能 ； Students with intellectual disabilities ； visual-motor integration ； School Function Assessment

身心障礙研究季刊

17卷2&3期（2019 / 09 / 01）

158 - 177

繁體中文

本研究旨在探討智能障礙學生視覺動作統整表現與學校日常生活功能表現，並探究兩者間相關性。研究對象為32位國小智能障礙學生，研究變項含背景變項（安置班型、障礙等級、年級別）、視覺動作統整學校日常生活功能表現，所得資料以敘述性統計、Mann-Whitney U檢定與Kruskal-Wallis檢定、Spearman等級相關係數進行統計分析。研究結論為：（一）智能障礙學生視覺動作統整與日常生活功能表現會因安置班型、障礙程度而有差異；（二）集中式特教班智能障礙學生視覺動作統整能力與學校日常生活功能肢體／生理層面的使用文具教材、清潔衛生、飲食活動、衣著整理相關，資源／巡迴輔導班僅視知覺與書寫有顯著相關；（三）年級別較低的智能障礙學生視覺動作統整能力與書寫具相關性，年級別較高者則與使用文具教材、清潔衛生、衣著整理具相關性。建議應強化智能障礙學生視覺動作統整能力以助益其學校日常生活功能，尤其集中式特教班，不同年級別；未來可增加教育階段、環境生態等層面探討，以了解影響智能障礙學生視覺動作統整與學校生活功能表現相關因素。

The purpose of this study aimed to investigate the relations of visual-motor integration and school function skills in elementary-school students with intellectual disabilities. Thirty-two children with intellectual disabilities participated in this study. Visual-motor integration (Berry VMI) and the School Function Assessment (SFA) were administered to each student. Mann-Whitney U test and Kruskal-Wallis test were conducted to determine between-group differences in types of placements, degrees of severity, and grades. Spearman's rank correlation coefficient was calculated to measure the strength and direction of association between VMI and SFA. The results were summarized as follows: (1) measures of VMI and SFA substantially vary depending not only on types of special-education placements but on degree of severity. (2) Students with intellectual disabilities in centralized special education class showed significant relations between performance on VMI and activities addressed in physical tasks: using materials, setup and cleaning, eating and drinking, and hygiene. For those in decentralized resource room/ itinerant resource program, significant correlation revealed only between visual perception written work. (3) Performance on VMI was significantly correlated to written work for students in primary grades; substantial correlations were also found between VMI and physical tasks (using materials, hygiene, clothing management) for students in primary grades. Findings suggested that improved VMI skills may lead to increase of school functions, especially for students with intellectual disabilities in self-contained classroom and primary grades. More research is needed to address the effects of educational stages, the ecological perspective, etc. on VMI and SFA.

1. 林博軒,陳湘嵐,林金定(2017)。智能障礙者身體平衡能力影響因素之研究。身心障礙研究季刊，15，94-105。
   連結：
2. Beery, K. E.,劉鴻香（譯訂）,陸莉（譯訂）(1997).拜瑞─布坦尼卡視覺—動作統整發展測驗實施、評分及教學手冊.臺北市:心理.
3. Boyle, C.,Jindal‐Snape, D.(2012).Visual‐perceptual difficulties and the impact on children’s learning: Are teachers missing the page?.Support for Learning,27(4),166-171.
4. Case-Smith (Ed.)(2005).Occupational Therapy for Children.St. Louis, MO:Mosby.
5. Case-Smith, J.(2000).Effects of occupational therapy services on fine motor and functional performance in preschool children.American Journal of Occupational Therapy,54(4),372-380.
6. Daly, C. J.,Kelley, G. T.,Krauss, A.(2003).Relationship between visual-motor integration and handwriting skills of children in kindergarten: A modified replication study.American Journal of Occupational Therapy,57(4),459-462.
7. Davies, P. L.,Soon, P. L.,Young, M.,Clausen-Yamaki, A.(2004).Validity and reliability of the school function assessment in elementary school students with disabilities.Physical & Occupational Therapy in Pediatrics,24(3),23-43.
8. Di Blasi, F. D.,Elia, F.,Buono, S.,Ramakers, G. J.,Di Nuovo, S. F.(2007).Relationships between visual-motor and cognitive abilities in intellectual disabilities.Perceptual and Motor Skills,104(3 Pt 1),763-772.
9. Hwang, J. L(2005).The reliability and validity of the School Function Assessment-Chinese version.OTJR:Occupation, Participation & Health,25(2),44-54.
10. Hwang, J. L.,Davies, P. L.,Taylor, M. P.,Gavin, W. J.(2002).Validation of School Function Assessment with elementary school children.OTJR: Occupation, Participation & Health,22(2),48-58.
11. Karlsdottir, R.,Stefansson, T.(2002).Problems in developing functional handwriting.Perceptual and Motor Skills,94(2),623-662.
12. Kramer, P.,Hinojosa, J.(2010).Frames of Reference for Pediatric Occupational Therapy.Philadelphia:Wolters Kluwer Health.
13. Leung, G. P.,Chan, C. C.,Chung, R. C.,Pang, M. Y.(2011).Determinants of activity and participation in preschoolers with developmental delay.Research in Developmental Disabilities,32(1),289-296.
14. Mao, H. F.(1995).Performance of chinese children in Taiwan on Berry’s Developmental Test of Visual-Motor Integration.Journal of Occupational Therapy Association ROC,13,13-24.
15. McHale, K.,Cermak, S. A.(1992).Fine motor activities in elementary school: Preliminary findings and provisional implications for children with fine motor problems.American Journal of Occupational Therapy,46(10),898-903.
16. Weil, M. J.,Amundson, S. J.(1994).Relationship between visuomotor and handwriting skills of children in kindergarten.American Journal of Occupational Therapy,48(11),982-988.
17. Williams, H. G.(1983).Perceptual and Motor Development.Englewood Cliffs, N. J.:Prentice-Hall.
18. 王湉妮,徐永玟,黃璨珣(2009)。臺南市學校系統轉介職能治療個案之感覺動作與職能表現。臺灣職能治療研究與實務雜誌，5，15-26。
19. 吳玉珍(2004)。屏東縣，國立屏東師範學院特殊教育學系。
20. 洪清一(1998)。知覺－動作歷程、評量與訓練方案之探究。特殊教育與復健學報，6，213-238。
21. 張席熒,謝妤葳,薛漪平,謝清麟(2006)。日常生活活動功能評量之四十年回顧。臺灣復健醫學雜誌，34，63-71。
22. 陸莉,黃玉枝,林秀錦,朱慧娟(2000).智能障礙學生輔導手冊.臺北市:教育部.
23. 黃千瑀(2010)。臺北市，國立臺灣大學職能治療研究所。
24. 黃政良(2008).學校日常生活功能評量（SFA）中文版.臺北市:中國行為科學社.
25. 黃富廷(2000)。臺北市，國立臺灣師範大學特殊教育研究所。
26. 楊惠萍(2018)。屏東縣，國立屏東大學特殊教育學系。