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研究生:陳志平
研究生(外文):chih-ping Chen
論文名稱:國民中小學情緒行為障礙學生多元介入團隊模式之研究
論文名稱(外文):The multiple intervention teams of elementary and secondary
指導教授:周台傑 博士孟英如 博士
指導教授(外文):Tai-Jey ChoYing-Ru Meng
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2010
畢業學年度:98
語文別:中文
論文頁數:282
中文關鍵詞:情緒行為障礙多元介入鑑定安置多元處遇輔導成效結構模式
外文關鍵詞:emotional and behavioral disordermultiple interventiondentification and placementmultimodal treatmenteducational outcomesstructured model
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摘要
本研究旨在探討國民中小學情緒行為障礙學生之多元介入團隊模式,其目的有四:一、暸解國民中小學情緒行為障礙學生多元介入團隊的鑑定安置輔導措施;二、暸解國民中小學情緒行為障礙學生多元介入團隊的多元處遇;三、暸解國民中小學情緒行為障礙學生多元介入團隊的輔導成效;四、分析國民中小學情緒行為障礙學生多元介入團隊的鑑定安置輔導措施、多元處遇與輔導成效的關係、預測與結構方程模式。
本研究採立意抽樣,以「國民中小學情緒行為障礙學生多元介入團隊模式問卷」調查台灣北、中、南地區398位國民中小學教師,並從中抽取主要包含輔導教師的153位教師作為參照樣本。問卷調查後以群集分析與訪談大綱訪談6位教師,並以研究者任教的學校為單位,進行半年的個案研究。研究資料經過分析,獲得以下結果。
一、不同師生背景變項的分布現況:(一)女性普通班教師與特殊教育教師為主要輔導人力;(二)輔導教師缺乏,但國民中學介入較多;(三)年輕稍具經驗的教師為輔導主力;(四)教師的特教專業訓練多於輔導專業訓練;(五)學生安置的學校規模較大;(六)注意力缺陷過動症男學生發現較早,但介入稍晚;(七)情緒行為障礙學生行為與學業的危險因子多; (八)學校運用多元介入團隊的程度偏低。
二、鑑定安置輔導措、多元處遇與輔導成效的現況:(一)鑑定安置輔導措施、多元處遇達良好程度,但輔導成效中等;(二)負向外在行為與學業問題出現率越高,改善情況越差;(三)輔導教師比例與學生部分行為改變有關。
三、不同師生背景變項的鑑定安置輔導措、多元處遇與輔導成效的差異:(一)多數的教師背景變項會影響鑑定安置輔導措施;(二)教師的性別、學歷、職務、輔導背景、學校規模影響多元處遇;(三)教師的年資、任教地區影響輔導成效;(四)多數的學生背景變項會影響鑑定安置輔導措施;(五)學生的主要問題與輔導資源影響多元處遇;(六)鑑輔會證明、學生的主要問題與輔導資源影響輔導成效。
四、鑑定安置輔導措施與多元處遇預測輔導成效的情形:(一) 鑑定安置輔導措施與多元處遇預測輔導成效的狀況較不理想;(二)人際關係、認知、形象/想像、安置輔導是輔導成效的重要預測變項。
五、國民中小學情緒行為障礙學生多元介入團隊模式:(一)鑑定安置輔導措施必須經由多元處遇才能間接影響輔導成效;(二)不同職務教師的多元處遇不同。
六、教師訪談結果:(一)各縣市的鑑定安置輔導措施差異大;(二)多元處遇較少運用感覺、形象/想像策略;(三)不同專業缺乏整合與追蹤輔導成效。
七、個案研究結果:(一)化學校疑慮為輔導助力;(二)加強溝通與宣傳;(三)尋求協助人力與調整輔導空間;(四)調整輔導策略;(五)解決問題與追蹤輔導成效;(六)歸納輔導重點與維持輔導熱誠。
八、多元介入團隊模式的修正與整合:根據上述結果修正國民中小學情緒行為障礙學生多元介入團隊模式。
最後根據上述研究結果提出若干建議以期作為未來教育輔導及相關研究參考之用。



Abstract
This study explored the model for multiple intervention teams and the relationships among procedures for identification and placement (IDP), multimodal treatment (MMT), and educational outcomes (EOs) for elementary and secondary students with emotional and behavioral disorder (EBD). A quantitative questionnaire was adopted and 398 efficient questionnaires are received, from whom withdrew 153 teachers as reference group for comparing special and general education with guidance teachers. After descriptive statistics, ANOVA, correlation, multiple regression analysis, and structured equation model (SEM), 6 teachers were invited for semi-structured interview and a case study was conducted in researcher’s school regarded as a unit for 6 months as a supplemented data. After data process, the results were as follows:
1.The demographic information about teachers and students with EBD: (1) Most teachers of EBD are female, general and special education teachers; (2) There is a shortage of guidance teacher, but it’s better in secondary school; (3) Most teachers are younger and fewer years of teaching experience; (4)Teachers’ professional training in special education competence is more than guidance training; (5) School size affect placement for students with EBD; (6) Attention deficit hyperactivity disorder (ADHD) can be identified early, but intervened late; (7) Pay attention to risk factors of students with EBD including academic and behavioral problems; (8) The use of multiple intervention teams isn’t sufficient.
2.The current state of teaching elementary and secondary students with EBD: (1) Procedures for IDP and MMT are better, but EOs are intermediate; (2) It’s hard to improve high levels of behavior and study problems;(3) There exit relationships between percentage of guidance teacher and improving the behavior problems of students with EBD.
3.The differences among procedures for IDP, MMT, and EOs: (1) Procedures for IDP vary based on most of teacher variables; (2) Teachers’ gender, education, categories, guidance background, and school size significantly affect MMT (3) Teachers’ seniority and school areas significantly affect EOs; (4) Procedures for IDP vary based on most of student variables; (5) Main problems and guidance resource significantly affect MMT; (6) Certification for students with EBD, main problem and guidance resource significantly affect EOs.
4.The prediction of procedures for IDP, MMT, and EOs: (1) IDP and MMT can predict EOs, but not very well; (2) Interpersonal relationships, cognition, imagery can efficiently predict EOs.
5.Structured equation model of IDP, MMT, and EOs: (1) The indirect effect of IDP on EOs must be cooperated with MMT; (2) Structural equation modeling of teacher categories is different.
6.The results of teacher interviews: (1) Procedures for IDP vary greatly based on county system; (2) Sensation and imagery weren’t often adopted by teachers; (2) Enhancements of cooperative work and tracking progress of EOs for professional team.
7.The results of case study: During the period of case study, 6 steps were found to get out of trouble for teachers of students with EBD in researcher’s school.
8.Integration of multiple intervention teams: There is an integration of multiple intervention teams according to the conclusions of this study.
Finally, some suggestions for these applications in education, guidance and the directions for further research are suggested based on the findings and the limitations of this study.

第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 12
第三節 名詞釋義 15
第四節 研究範圍與限制 18

第貳章 文獻探討 19
第一節 情緒行為障礙的定義與評量 19
第二節 情緒行為障礙的鑑定安置輔導措施 29
第三節 情緒行為障礙的輔導策略與成效 42
第四節 多元處遇與實施成效 53
第五節 影響情緒行為障礙學生輔導成效的因素 64

第參章 研究方法 75
第一節 研究架構與設計 75
第三節 研究工具 89
第四節 研究實施程序 95
第五節 資料處理與分析 99

第肆章 研究結果與討論 101
第一節 不同師生背景變項的分布現況 102
第二節 鑑定安置輔導措施、多元處遇與輔導成效的現況 111
第三節 鑑定安置輔導措施、多元處遇與輔導成效的差異 123
第四節 鑑定安置輔導措施與多元處遇預測輔導成效的情形 156
第五節 國民中小學情緒行為障礙學生多元介入團隊模式 159
第六節 教師訪談與個案研究結果 169
第七節 多元介入團隊模式的摘要與綜合討論 192

第伍章 結論與建議 215
第一節 研究結果 215
第二節 研究建議 223

參考文獻 230
一、 中文文獻 230
二、 英文文獻 237

附錄 264
附錄一 國民中小學教師輔導情緒行為障礙學生之多元介入團隊模式問
卷預試版編號:□□□ 264
附錄二 鑑定安置輔導措施項目分析 268
附錄三 多元處遇項目分析 269
附錄四 正向行為輔導成效項目分析 270
附錄五 負向行為輔導成效項目分析 271
附錄六 問卷內容效度審查名單 272
附錄七 鑑定安置輔導措施因素分析 273
附錄八 多元處遇因素分析 274
附錄九 正向行為輔導成效因素分析 275
附錄十 負向行為輔導成效因素分析 275
附錄十一 問卷內部各因素之一致性分析 276
附錄十二 國民中小學教師輔導情緒與行為障礙學生之多元介入團隊模式
問卷正式版編號:□□□ 277
附錄十三 情緒行為障礙學生輔導教師訪談大綱 281

圖表目錄
一、 圖目錄
圖1- 1 研究結構模式圖 14
圖2- 1 情緒行為障礙學生的鑑定安置輔導流程 31
圖3- 1 研究架構圖 76
圖3- 2 研究實施程序圖 98
圖4- 1 全體樣本結構模式圖 165
圖4- 2 參照樣本結構模式圖 166
圖4- 3 普通班教師結構模式圖 167
圖4- 4 輔導教師結構模式圖 167
圖4- 5 特殊教育教師結構模式圖 168
圖4- 6 情緒行為障礙學生多元介入團隊模式圖 214

二、 表目錄
表3- 1 各地區國民中小學情緒行為障礙學生人數摘要表 83
表3- 2 預試問卷發放與回收摘要表 83
表3- 3 正式問卷發放與回收摘要表 84
表3- 4 問卷集群分析摘要表 85
表3- 5 教師訪談基本資料摘要表 86
表3- 6 個案研究學生基本資料摘要表 87
表3- 7 個案研究教師與相關人員基本資料摘要表 88
表4- 1 不同背景變項教師的基本資料 105
表4- 2 情緒行為障礙學生的基本資料 108
表4- 3 情緒行為障礙學生主要問題與輔導項目 109
表4- 4 鑑定安置輔導措施的現況 113
表4- 5 多元處遇的現況 115
表4- 6 情緒行為障礙學生的正向行為與負向行為輔導成效 119
表4- 7 全體樣本在鑑定安置輔導措施的差異 125
表4- 8 參照樣本在鑑定安置輔導措施的差異 126
表4- 9 全體樣本在多元處遇的差異 128
表4- 10 參照樣本在多元處遇的差異 129
表4- 11 全體樣本在輔導成效的差異 131
表4- 12 參照樣本在輔導成效的差異 132
表4- 13 全體樣本輔導的學生在鑑定安置輔導措施的差異 136
表4- 14 參照樣本輔導的學生在鑑定安置輔導措施的差異 138
表4- 15 全體樣本輔導的學生在多元處遇的差異 141
表4- 16 參照樣本輔導的學生在多元處遇的差異 142
表4- 17 全體樣本輔導的學生在輔導成效上的差異 146
表4- 18 參照樣本輔導的學生在輔導成效上的差異 148
表4- 19 不同師生背景變項的多元介入差異摘要表 155
表4- 20 全體樣本正向行為輔導成效之多元迴歸分析 157
表4- 21 全體樣本負向行為輔導成效之多元迴歸分析 157
表4- 22 參照樣本正向行為輔導成效之多元迴歸分析 158
表4- 23 參照樣本負向行為輔導成效之多元迴歸分析 158
表4- 24 多元介入團隊模式的參數估計 162
表4- 25 多元介入團隊模式的標準化迴歸係數 163
表4- 26 多元介入團隊模式的適配摘要表 164
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