環境安排策略結合自然環境教學法的家長訓練方案對學前重／多障／幼兒之家庭互動的影響

The Effects of Combing Environmental Arrangement Strategies with Milieu Teaching on Parent-child Interaction of Young Children with Severe/Multiple Disabilities

10.6768/JSE.200612.0029

林淑莉(Shu-Li Lin)

自然環境教學 ； 環境安排 ； 重／多障幼兒 ； 家庭互動 ； environmental arrangement ； family interaction ； milieu teaching ； young children with severe/multiple disabilities

特殊教育學報

24期（2006 / 12 / 01）

29 - 56

繁體中文

本研究的主要目的在探討結合環境安排策略及自然環境教學法的家長訓練方案，對重度或多重障礙（重／多障）幼兒之家庭互動的影響。藉由立意取樣，書面教材、講述、示範、角色扮演、及錄影帶回饋等被用以訓練家長如何在家中應用自然環境教學及策略環境安排。本研究經過九週的介入實驗後，跨受試多探試設計分析結果顯示，結合自然環境教學法及環境安排策略的家長訓練方案，對參與本研究之受試家長的目標行為、障礙兒童的適當互動行為、及互動搭配夥伴的適當搭配行為，大部分具有正向介入及維持的成效，且能產生跨受試的效果。此外，所有參與訓練的受試家長都表示，本訓練方案對其家庭親子间的互動有正向幫助，而受試家中未直接參與實驗處理的其他成員，對受試家長介入前後之親子互動行為所做的比較結果也顯示，所有參與本訓練方案的受試家長經訓練後，在應用有關環境安排策略及自然環境教學法之正向親子互動行為方面都得到提升，而負向或不適當互動行為方面則都獲得改善，顯示本訓練方案具社會效度。

The purpose of this study was to explore the effects of training parents to implement a combination of environmental arrangement strategies and milieu teaching. Using purposeful sampling, the parents were taught environmental arrangement strategies and milieu teaching through written materials, lectures, modeling, role-playing, and video feedback. After a nine-week training experiment, the results of a multiple probe evaluating the subjects showed that the training produced intervention and maintenance effects in all the participants in the following ways: (1) the skills of the participating parents in applying environmental arrangement strategies and milieu teaching, (2) the proper response behaviors of participating children with disabilities, and (3) the proper cooperative behaviors of another interaction partner. All participating parents felt that the training project was helpful to the parent-child interaction in their families. In addition, the evidence for the social validity of this intervention project was provided by the participating parents' other family members.

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