本文選題：早期運動干預 + 智障兒童　； 參考：《集美大學》2011年碩士論文

【摘要】：智障兒童由于自身障礙的限制，普遍存在著認知、言語、溝通方面的缺陷，這些導致智障兒童存在著較為嚴重的行為問題，這些行為問題嚴重影響了智障兒童自身的學習和生活，甚至對于他們的一生都會造成無法彌補的傷害，給家庭和國家造成沉重的負擔。同時，對于培養(yǎng)智障兒童的特殊學校，在教學過程中，面臨智障兒童的各種行為問題，對他們的糾正和干預也是學校老師感到無奈和棘手的事情。2011年初召開的第十一屆全國人民代表大會第四次會議，“設(shè)立專門的特殊兒童研究機構(gòu)，讓特殊學校、老師有針對性的對特殊兒童進行科學教育和補償”被代表們提上兩會，對于特殊兒童的研究愈來愈受到社會的重視。 目前對于兒童行為問題的干預方法主要有：行為療法、社會支持訓練法、積極行為支持法、社會工作干預法、游戲療法及感覺統(tǒng)合訓練法。這些干預方法多數(shù)的研究對象是智力健全的兒童、少年，對智障兒童行為問題的研究較少。通過對這些方法的分析，我們認為：行為療法、社會支持訓練法、積極行為支持法、社會工作干預法等多集中在針對問題本身的糾正，出現(xiàn)問題怎樣去消除，并且需要研究對象比較高的認知配合，而這些方法對于智力低下、認知有較嚴重障礙的兒童來講，無疑在某種程度上受到一定的限制；而游戲療法和感覺統(tǒng)合訓練法對于智障兒童行為問題的改善較為積極。通過動作和運動從生物學角度來進行早期干預，是減少智障兒童的行為問題、逐步提高適應行為的良好途徑。 鑒于此，本研究以特殊學校低段智障兒童為研究對象，采用運動干預的形式，試圖探討早期運動干預對學齡初期智障兒童行為問題的團體與個案影響效果。筆者在為期3個月的干預周期內(nèi)，對8名存在不同程度行為問題的智障兒童進行了不同形式的運動干預，干預內(nèi)容主要有基本運動能力訓練、游戲和體操，一周五次，每次35分鐘。干預結(jié)束后，進行總結(jié)并給予及時反饋，和老師共同研究、探討。 3個月的運動干預后，相比較另外8名未參加運動干預但存在問題行為的兒童，實驗組的兒童在家長評定的CBCL量表上的得分都有不同程度的降低。其中，實驗組行為量表總分的前后測差值較與控制組前后測總分差值達到顯著差異(p=0.044)；通過對各分量表的分析，兒童在注意問題、違紀行為、攻擊性行為和外化性行為問題上均出現(xiàn)不同程度的改善，其中注意問題（p=0.046）、攻擊性行為（p=0.048）、外化性行為問題（p=0.044）達到顯著差異。此外，通過運動干預前后老師的評價結(jié)合本研究過程的觀察、體驗，個案在運動干預期間的體驗能遷移到日常生活和學習，其行為問題有所改善。 研究證明，早期運動干預對改善智障兒童的行為問題存在正向積極的效果。 本研究建議：在對智障兒童的教學上要加大非智力因素的教育；特殊學校要重視對學齡初期智障兒童的運動干預；在智障兒童的教學過程中要注意：“機械教學”在一定程度上比“靈活教學”的效果要好，在教學過程中多采用“鼓勵”的陽性強化法，并運用多種形式，不斷強化復習，，尤其要注重個別化施教；最后選擇合適的運動干預模式，形成系統(tǒng)的干預“鏈”。
[Abstract]:The mentally retarded children, due to their own barriers, are common in cognitive, speech, and communication defects, which lead to more serious behavioral problems for mentally retarded children, which seriously affect their own learning and life, and even cause irreparable harm to their lives, to families and countries. At the same time, the special school for mentally retarded children, in the course of teaching, faces various behavioral problems of mentally retarded children, and their correction and intervention is also the fourth meeting of the Eleventh National People's Congress held at the beginning of the Eleventh National People's Congress, held at the beginning of the year. The special school, the special school, the teacher has the targeted education and compensation for the special children. "The representatives of the special children have put up two meetings, and the research on special children is getting more and more attention from the society.
The main intervention methods for children's behavior problems are: behavioral therapy, social support training, active behavior support, social work intervention, game therapy and sensory integration training. Most of these intervention methods are children with sound intelligence, adolescents, and less research on behavior problems of mentally retarded children. In the analysis of some methods, we think that behavioral therapy, social support training, positive behavior support, social work intervention are mainly focused on correcting the problem itself, how to eliminate problems, and need to study higher cognitive coordination, and these methods are for children with mental retardation and have more serious obstacles. There is no doubt that, to some extent, a certain degree of restriction is given, while the game therapy and sensory integration training are more active in improving the behavior problems of mentally retarded children. Early intervention from the biological angle of movement and exercise is a good way to reduce the behavior problems of mentally retarded children and to improve their adaptive behavior step by step.
In view of this, this study aims to explore the effects of early exercise intervention on the behavior problems of early school age mentally retarded children, taking the form of exercise intervention as the object of study in the special school children with mental retardation in the special schools. In the period of 3 months of intervention, 8 children with different degree of behavior problems were carried out in the period of intervention. Different forms of exercise intervention, the main intervention content is the basic exercise ability training, games and gymnastics, five times a week, each time 35 minutes. After the intervention, the summary and give timely feedback, and the teacher to study together, discuss.
After 3 months of exercise, compared with the other 8 children who had not participated in the exercise intervention, the children in the experimental group had a different degree of reduction on the CBCL scale of the parents' assessment. The difference of the total score of the total score of the experimental group was significantly different from that in the control group (p=0.044). Through the analysis of the subscales, children have different degrees of improvement on problems of attention, discipline, aggressive behavior and externalized sexual behavior, of which attention problem (p=0.046), aggressive behavior (p=0.048), and externalized sexual behavior problem (p=0.044) have reached significant differences. The observation and experience of the research process, the experience of cases during the exercise intervention can be transferred to daily life and study, and their behavioral problems have improved.
Studies have shown that early exercise intervention has positive positive effects on improving the behavior problems of mentally retarded children.
It is suggested that the education of non intellectual factors should be increased in the teaching of mentally retarded children; the special schools should pay attention to the exercise intervention for the mentally retarded children at the beginning of the school age; in the teaching process of the mentally retarded children, the "mechanical teaching" should be better than "flexible teaching" to a certain extent and adopt more in the course of teaching. Encourage the positive strengthening method, and use various forms, constantly strengthen the review, especially pay attention to individualized teaching, and finally choose the appropriate mode of exercise intervention to form a system of "chain".
【學位授予單位】：集美大學
【學位級別】：碩士
【學位授予年份】：2011
【分類號】：G806;G764

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