國中小特教教師對學生社會行為態度之探討

Special Education Teachers' Attitudes toward the Social Behaviors of Students

10.6684/JRSEAT.201211.5.61

蔡明富(Ming-Fu Tsai)；莊涵皓(Han-Hao Chuang)

特教教師 ； 社會行為 ； 態度 ； special education teacher ； social behavior ； attitude

特殊教育與輔助科技學報

5期（2012 / 11 / 01）

61 - 86

繁體中文

本研究旨在探討特教教師對學生社會行為的態度。研究對象為台灣南區國中小特教教師共180名，研究工具採自編「國中小教師社會行為態度調查表」，調查內容包括正向、負向社會行為。研究結果發現：（一）不同背景特教教師對學生負向社會行為的重要性評量均顯著高於正向社會行為。（二）特教教師對學生正向社會行為態度並不會受到背景變項而影響，其對負向社會行為態度亦有同樣發現。（三）在正向社會行為中，特教教師對於學生自我控制的重視程度高於人際互動與學習行為；負向社會行為則對學生違反規範重視程度高於過動反抗，且過動反抗重視程度高於焦慮憂鬱。（四）特教教師所評定前二十名正向社會行為以自我控制相關行為佔最多數（約五成五），負向社會行為則以違反規範相關的行為佔最多數（約八成五）。

The purpose of the study was to investigate special education teachers' attitudes toward the social behaviors of students. The Teacher Social Behavior Attitude Inventory for Children (TSBAI-C) was administered to 180 special education teachers in the south of Taiwan. The results obtained were as following: 1. Special education teachers emphasized maladaptive behaviors more than adaptive behaviors significantly. 2. There were no differences between teacher's background on rating the importance of students' adaptive behaviors or maladaptive behaviors. 3. Special education teachers were concerned about students' behaviors related to self-control the most in adaptive behaviors and conduct problem in maladaptive behavior. 4. The type of top twenty adaptive behaviors were mostly related to self-control, and the type of top twenty maladaptive behaviors were mostly related to conduct problem.