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研究生:李品諭
研究生(外文):Lee, Ping-Yu.
論文名稱:學前融合同儕介入策略增進發展遲緩幼兒社會互動行為之成效
論文名稱(外文):The Effects of Peer-Mediated Instruction on Improving the Social Interaction among Children with Development Delays in an Inclusive Setting
指導教授:朱思穎朱思穎引用關係
指導教授(外文):Chu, Szu-Yin
口試委員:孔淑萱陳志軒
口試委員(外文):Kung, Shu-HsuanChen, Chih-Hsuan
口試日期:2023-04-25
學位類別:碩士
校院名稱:國立清華大學
系所名稱:特殊教育學系
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:2023
畢業學年度:111
語文別:中文
論文頁數:114
中文關鍵詞:同儕介入策略學前融合教育發展遲緩幼兒社會互動行為
外文關鍵詞:peer-mediated instructionsocial interactiondevelopment delaysinclusive Setting
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本研究目的主要為探討學前融合情境下同儕介入策略對增進發展遲緩幼兒社會互動行為之成效。研究方法使用單一受試法之撤回A1-B1-A2-B2實驗設計。同儕介入策略分為兩階段,為同儕訓練課程以及同儕介入活動;研究對象為同班的2名發展遲緩幼兒,於每週1次之學習區時間,進行同儕介入策略的一般生同儕之訓練課程及介入活動,實驗結果透過社會互動行為觀察記錄表、教師版之學前兒童社會行為評量系統,以瞭解在同儕介入後發展遲緩幼兒社會互動行為之成效,並訪談教師、家長及同儕的看法做為評估社會效度的依據。  
  茲研究結果如以下說明:
一、同儕介入策略對提升發展遲緩幼兒的社會互動行為有正向效果,然數據穩定及成效不一。受試者在整體適應能力及人際互動之百分比有提升,然在社會互動行為數據呈不穩定。三項社會互動行為中,於加入遊戲項目提升較多,而對話行為提升較少。
二、家長、班級教師及普通生同儕對同儕介入策略之受試者社會互動行為具正面看法:於受試者層面,社會互動頻率有增加,開始嘗試表達自己的想法,觀察及模仿同儕的行為,情緒穩定度提升;對於普通生同儕,增進其遊戲技巧,能運用所學的策略邀請受試者,且對其他同儕接納度提升。
The purpose of this study was to investigate the effectiveness of peer-mediated instruction on enhancing social interaction for children with development delays in an inclusive setting. The study applied A1-B1-A2-B2 single-subject experimental design. Two phases have been conducted in this study: training peers phase and intervention phase. The results of this intervention were analyzed through a social observation record form, the teacher version of social behavior assessment system for preschool (SBASP) to explore the effects of peer-mediated instruction. The social validity was assessed through interviewing the homeroom teachers, parents, and peers. The findings are showing as following:
(1)The peer intervention strategy had a positive effect on the social interaction behaviors of the children with developmental delays, but the stability and effectiveness of the data varied. The percentage of overall adaptive ability and interpersonal interaction increased; however, the targeted social interaction behaviors were unstable. Among the three targeted behaviors, the behavior of participating in the game increased, while the improvement of conversation behavior was relatively low.
(2)Parents, homeroom teachers, and typically-developing peers had positive perceptions on the targeted participants’ social interaction behaviors.
第一章 緒論 1
第一節 研究背景與動機 1
壹、學前融合教育的實施成效 1
貳、發展遲緩幼兒的社會互動行為 2
參、同儕介入策略的實施 4
第二節 研究目的與待答問題 5
壹、 研究目的 5
貳、 研究問題 5
第三節 名詞釋義 6
壹、 學前融合教育(Inclusive Education in Early Childhood) 6
貳、 發展遲緩幼兒(Child with Developmental Delay) 6
參、 同儕介入策略(Peer-mediated strategies) 7
肆、 社會互動行為(social interaction) 7
第二章 文獻探討 9
第一節 發展遲緩幼兒的社會互動行為 9
壹、 社會互動行為的定義與重要性 9
貳、 發展遲緩幼兒的社會互動行為 11
參、 發展遲緩幼兒的社會互動行為相關研究之成效分析 13
第二節 同儕介入策略之探討 20
壹、 同儕介入策略的定義與內容 20
貳、 同儕介入策略的實施及應用 23
參、 同儕介入策略運用於融合教育現場之相關研究 25
第三章 研究方法 31
第一節 研究架構 31
第二節 研究對象與場域 35
壹、研究場域 35
貳、研究參與者 36
第三節 研究工具 42
壹、 學前兒童社會行為評量系統- 教師版(附錄一) 42
貳、 社會互動行為觀察記錄表(附錄二) 42
參、 同儕訓練課程教材(附錄三) 43
肆、 同儕介入策略檢核表(附錄四) 43
伍、 同儕介入策略訪談表(附錄五、附錄六、附錄七、附錄八) 43
第四節 研究實施程序 45
第五節 同儕介入策略介入內容 51
第六節 信度與效度 55
壹、 觀察者一致性 55
貳、 程序一致性 55
參、 社會效度 56
第七節 資料處理與分析 57
壹、 資料蒐集 57
貳、 資料分析 57
第四章 研究結果 60
第一節 社會互動行為之成效 60
壹、 學前社會行為評量系統得分結果分析 60
一、 受試者甲於社會行為評量系統得分表現 60
二、 受試者乙於社會行為評量系統得分表現 62
貳、 社會行為觀察記錄表得分結果分析 64
一、 受試者甲之社會互動能力得分結果分析 65
二、 受試者乙之社會互動能力得分結果分析 74
參、 本節小結 82
第二節 發展遲緩幼兒同儕關係的社會效度 84
壹、受試者甲 84
貳、受試者乙 88
參、參與同儕 88
肆、本節小結 90
第五章 結論與建議 91
第一節 研究結論 91
第二節 研究限制 93
第三節 研究建議 95
參考文獻 97
中文部分 97
英文部分 101
附錄 106
附錄一 家長研究知情同意書 106
附錄二 社會互動行為觀察紀錄表 107
附錄三 同儕訓練課程設計 108
附錄四 同儕介入策略檢核表 112
附錄五 同儕介入策略訪談表(介入後教師版) 113
附錄六 同儕介入策略訪談表(介入後同儕版) 114
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