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研究生:郭姿妏
研究生(外文):KUO, TZU-WEN
論文名稱:學齡特定型語言障礙兒童的個人經驗敘事表現
論文名稱(外文):Personal Narrative of School-aged Children with Specific Language Impairment
指導教授:童寶娟童寶娟引用關係
指導教授(外文):TORNG, PAO-CHUAN
口試委員:薩文蕙劉介宇羊蕙君
口試委員(外文):SAH, WEN-HUILIU, CHIEH-YUYANG, HUI-CHUN
口試日期:2018-06-19
學位類別:碩士
校院名稱:國立臺北護理健康大學
系所名稱:語言治療與聽力研究所
學門:醫藥衛生學門
學類:復健醫學學類
論文種類:學術論文
論文出版年:2018
畢業學年度:106
語文別:中文
論文頁數:116
中文關鍵詞:個人經驗敘事特定型語言障礙學齡兒童改編的敘事評定量表
外文關鍵詞:personal narrativeSLIschool-aged childrenNarrative Assessment Profile
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本研究旨在了解8~11歲特定型語言障礙兒童的個人經驗敘事表現,除了與生理年齡相當的典型發展兒童(TD)比較之外,亦納入語言能力相近的對照組(LM)進行探討,最後根據敘事評定量表的結果提出臨床評估與介入的參考方向。
依照標準化語言和非語文測驗的結果,本研究一共納入16名8~11歲的特定型語言障礙兒童和16名8~11歲的典型發展兒童,研究者在蒐集個人經驗的敘事樣本後,逐字轉錄四則語料再以改編的敘事評定量表進行評分,最後以統計檢驗受試者在八個敘事向度的平均分數和敘事型態的表現是否有顯著差異。
結果如下: 1)無論年齡大小,SLI組兒童在NAP八個敘事向度的得分均顯著低於TD組;2)SLI組兒童的敘事型態較TD組不成熟,以跳躍式敘事為主;3)除了流暢性向度之外,SLI組兒童其餘敘事向度的得分依舊顯著低於LM組;4)SLI組兒童某部分的敘事能力可能會因年齡增長而提升,但組內異質性高;5)雖然SLI組和TD組兒童皆於順序性向度的得分最低,但兩者表現不理想的原因不同。
綜合上述,改編後的敘事評定量表能有效反映語言障礙兒童述說個人經驗故事的問題,無論是與生理年齡配對的典型發展兒童比較,抑或是與語言能力相近的對照組比較,SLI組兒童的表現皆較對照組不理想。因此,本研究認為在考量臨床介入目標時,應採用能囊括敘事整體面向的策略較為適宜,最後希望藉此結果對於語言治療師在臨床評估學齡兒童敘事能力上有所幫助。
The present study investigated the personal narrative performance among 3 different groups of school-aged children, including children with specific language impairment (SLI), chronological-age matched peers (TD) and language matched peers (LM), so as to provide an overview for clinical narrative evaluation and intervention.
A total of 32 children aged 8~11 years old were recruited in this study. 16 of them were children with SLI and the other 16 with language ability within normal range. Four out of seven personal narrative samples were elicited individually. All narrative samples were transcribed verbatim and the modified Narrative Assessment Profile (NAP) was used to rate children’s narrative skills.
The results included : 1) SLI group received significantly lower scores on 8 NAP dimensions than their TD peers;2) the majority of narrative structure of SLI group was regarded as Leap-Frog Narrative; 3) SLI group obtained significantly lower scores than LM peers on 7 NAP dimensions, excluding fluency ; 4) the heterogeneity among SLI group was observed; 5) the characteristics of event sequencing of SLI and TD group were different.
These findings revealed that NAP can be an effective tool for clinicians to evaluate narrative performance of their clients. In addition, for better clinical narrative intervention for school-aged children with SLI, comprehensive strategies that can improve all narrative dimensions should be emphasized and implemented.
摘要 i
Abstract ii
目錄 iii
圖次 vi
表次 vii
第一章 緒論 1
第二章 文獻回顧 4
第一節 敘事 4
一、何謂敘事 4
二、個人經驗敘事 4
三、個人經驗敘事之相關能力 5
四、蒐集個人經驗敘事樣本的方法 8
第二節 敘事分析方法 8
一、 故事文法 9
二、 高點事件分析法 9
三、 敘事評定量表 11
第三節 典型發展兒童的敘事發展 14
第四節 特定型語言障礙兒童的語言及敘事表現 17
一、 篩選標準 17
二、 語言表現 18
三、 敘事表現 19
第五節 研究目的與問題 25
第三章 研究方法 26
第一節 研究對象 26
第二節 研究工具與材料 30
一、 能力評量工具 30
二、 敘事評分工具 32
三、錄音器材與轉錄轉體 38
第三節 研究流程 39
一、受試者徵募 39
二、資料蒐集 40
第四節 資料處理與分析 43
一、 背景資料 43
二、 敘事語料轉錄 44
三、 敘事語料評分 44
四、 評分者間一致性 45
五、 統計分析 46
第四章 研究結果 47
第一節 特定型語言障礙組與生理年齡配對組之NAP表現 47
第二節 特定型語言障礙組與語言能力配對之NAP表現 54
第三節 不同年齡層典型發展兒童之NAP表現 57
第四節 不同年齡層特定型語言障礙兒童之NAP表現 60
第五節 敘事主題與類型分布 63
第五章 研究討論與結論 69
第一節 敘事評定量表之表現 69
第二節 敘事型態之表現 74
第三節 敘事主題的選擇 76
第四節 結論 79
第五節 相關介入策略 81
一、語言策略 81
二、敘事策略 81
三、執行功能策略 83
第六節 研究限制與建議 83
參考文獻 86
附錄 一 所有受試者原始資料表 95
附錄 二 受試者招募文宣 97
附錄 三 研究參與知情同意書-兒童版 98
附錄 四 敘事主題卡片 100
附錄 五 敘事引導腳本 101
附錄 六 敘事評量表之八向度定義說明 106
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