臺灣博碩士論文加值系統

問題背景：泛自閉症障礙 (autism spectrum disorder, ASD)，是一種基於遺傳的神經發育障礙，執行功能缺陷與動作技巧障礙分別被視為是ASD的主要與伴隨障礙。目的：(a) 比較6-12歲ASD男性學童與一般無障礙 (typically developing, TD) 男性學童動作技巧和執行功能之差異，以及 (b) 分別探討各組男性學童動作技巧和執行功能之相關。方法：68位6至12歲ASD男性學童與TD男性學童（ASD學童，n = 34；TD學童，n = 34），以布因式-歐西瑞斯基動作精熟度測驗第二版 (Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, BOT-2)、史楚普 (Stroop) 色字測驗以及電腦版威斯康辛卡片分類測驗 (computer version Wisconsin Card Sorting Test, WCST) 評估ASD男性學童與TD男性學童的動作技巧和執行功能。以獨立樣本 t 檢定及皮爾森積差相關係數來考驗，統計考驗顯著水準皆定為 p < .05。結果：（一）ASD男性學童在動作技巧中，整體動作技巧、精細動作控制、手部動作協調、身體協調性、肌肉力量及敏捷性均顯著低於TD男性學童 (p < .01)；（二）ASD男性學童在執行功能中，正確總數 (p < .01)、固執性反應 (p < .05)、反應概念水平 (p < .01) 顯著低於TD男性學童；（三）ASD男性學童動作技巧中 (1) 整體動作技巧與正確總數 (p < .01)、反應概念水平 (p < .01)、完成分類 (p < .01) 達顯著正相關、固執性反應 (p < .01)、固執性錯誤 (p < .01) 達顯著負相關；(2) 精細動作控制與正確總數 (p < .05)、反應概念水平 (p < .01)、完成分類 (p < .01) 達顯著正相關、固執性反應 (p < .05)、固執性錯誤 (p < .05)、非固執性錯誤 (p < .01) 達顯著負相關；(3)手部動作協調與Stroop 色-字 (p < .05)、正確總數 (p < .01)、反應概念水平 (p < .01)、完成分類 (p < .01) 達顯著正相關、固執性反應 (p < .01)、固執性錯誤 (p < .01) 達顯著負相關；(4) 身體協調性與正確總數 (p < .05)、反應概念水平 (p < .05) 達顯著正相關；(5) 肌肉力量及敏捷性與正確總數 (p < .05)、反應概念水平 (p < .05)、完成分類 (p < .01) 達顯著正相關、固執性反應 (p < .01)、固執性錯誤 (p < .01) 達顯著負相關；（四）TD男性學童在動作技巧中，整體動作技巧、身體協調性及肌肉力量與敏捷性與Stroop 色-字達顯著正相關 (p < .05)。結論：ASD男性學童的動作技巧與執行功能比同齡的TD男性學童來的差，也發現在ASD男性學童與TD男性學童在動作技巧與執行功能相關性的存在，這樣的結論可以當作未來設計介入課程時的參考。

Background: Autism spectrum disorder (ASD) is a genetically based neurodevelopmental disorder accompanied deficits in executive function and/or motor skills. Purposes: (a) To compare the differences between executive function and motor skills in male children with ASD and typically developing (TD) male children, and (b) to explore the relationships between executive function and motor skills in male children with ASD and TD male children. Methods: Sixty-eight boys with ASD and TD (ASD, n=34; TD, n=34), aged 6-12 years, participated in this study. Executive function and motor skills were measured by using the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2), Stroop Color and Word Test, and the Wisconsin Card Sorting Tesk (WCST). The results of group difference in executive function and motor skills were analyzed using the independent samples t-test and the Pearson product-moment correlation coefficient. All significant levels were set at p < .05. Results: (a) Boys with ASD scored significantly lower than TD boys in total motor composite, fine manual control, manual coordination, body coordination, and strength and agility (all p < .01); (b) for executive function, boys with ASD scored significantly lower than TD boys in total correct (p < .01), perseverative responses (p < .05), and conceptual level responses (p < .01); (c) for the ASD group, (1) total motor composite was found significantly positively correlated to total correct (p < .01), conceptual level responses (p < .01), categories completed (p < .01), and negatively correlated to perseverative responses (p < .05), perseverative errors (p < .01); (2) fine manual control was found significantly positively correlated to total correct (p < .05), conceptual level responses (p < .01), categories completed (p < .01), and negatively correlated to perseverative responses (p < .05), perseverative errors (p < .05), non-perseverative errors (p < .01); (3) manual coordination was found significantly positively correlated to Stroop C-W (p < .05), total correct (p < .01), perseverative responses (p < .01), conceptual level responses (p < .01), and negatively correlated to perseverative errors (p < .01), categories completed (p < .01); (4) body coordination was found significantly positively correlated to total correct, conceptual level responses (all p < .05) (5) strength and agility was found significantly positively correlated to total correct (p < .05), conceptual level responses (p < .05), categories completed (p < .01), and negatively correlated to perseverative responses (p < .01) and perseverative errors (p < .01); (d) for the TD group, Stroop C-W was found significantly positively correlated to total motor composite, body coordination, strength and agility (p < .05). Conclusions: Boys with ASD performed poorer in motor skills and executive function compared with their TD peers, and the correlations between executive functions and motor skills were also found in the two groups. Findings may have clinical relevance in designing physical activity intervention.

誌謝...I
中文摘要...III
英文摘要...V
目次...VII
表次...IX
第壹章 緒論...1
第一節、研究背景...1
第二節、研究目的...4
第三節、研究問題及假設...5
第四節、名詞操作性定義...5
第五節、研究範圍與限制...6
第貳章 文獻探討...7
第一節、ASD之類型及診斷標準...7
第二節、ASD與TD學童之動作技巧及執行功能研究...9
一、 單一探討ASD動作技巧或執行功能之研究...9
二、 比較ASD與TD學童動作技巧差異性之研究...16
三、 比較ASD與TD學童執行功能差異性之研究...18
四、其他障礙類別之動作技巧與執行功能之研究...20
第三節、執行功能與動作技巧相關研究...24
一、ASD學童動作技巧與執行功能之相關...24
二、TD學童動作技巧與執行功能之相關...25
三、其他障礙類別的動作技巧與執行功能之相關...29
第四節、文獻總結...31
第參章 研究方法及步驟...32
第一節、研究參與者...32
第二節、研究工具...32
第三節、研究程序及步驟...34
第四節、資料處理與統計分析...35
第肆章 研究結果...36
第一節、研究參與者基本資料...36
第二節、ASD學童與TD學童動作技巧與執行功能之差異...37
一、 ASD學童與TD學童的動作技巧之差異...37
二、 ASD學童與TD學童的執行功能之差異...38
第三節、ASD學童與TD學童組內動作技巧與執行功能之相關...39
一、 ASD學童的動作技巧與執行功能之相關...39
二、 TD學童動作技巧與執行功能之相關...41
第伍章 討論...43
第一節、ASD學童與TD學童的動作技巧與執行功能之差異...43
第二節、ASD學童與TD學童組內動作技巧與執行功能之相關.46
第陸章 結論與建議...51
參考文獻...53
表次
表1 研究參與者基本資料...36
表2 泛自閉症障礙與一般無障礙學童動作技巧之獨立樣本t檢定...37
表3 泛自閉症障礙與一般無障礙學童執行功能之獨立樣本t檢定...38
表4 泛自閉症障礙學童動作技巧與執行功能之相關...40
表5 一般無障礙學童動作技巧與執行功能之相關...42

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