水中活動對感覺統合失調學生影響之個案研究

Abstract

本研究目的在於瞭解水中活動對感覺統合失調學生之感覺統合能力影響、家長對水中活動介入之看法，並分析水中活動課程的介入，對感覺統合失調學生影響之原因。研究期程為2010年9月至2011年1月採取目的式隨機取樣，選取2位感覺統合失調學生（6歲男童及7歲女童），以參考專書及專家之自編之水中活動課程介入，課程及觀察時間為四個月，共22堂課程。本研究採用個案研究方式，並透過訪談、攝影、觀察記錄、教師觀察日誌及比對林巾凱、林仲慧等於2004編著之「兒童感覺統合功能評量表」針對研究參與者做前、中、後測，以佐證研究參與者於水中活動介入後之改變。研究發現兩位研究參與者在水中活動介入歷程中感覺統合能力在：一、肢體感覺運用能力；二、感覺調適能力；三、情緒／行為能力有改善狀況。並依訪談及感覺統合功能評量表整理結果提出以下結論：一、水中活動課程介入對感覺統合失調學生之感覺統合能力具有改善效果；二、家長對感覺統合能力改變及水中活動抱持肯定的態度；三、水中活動課程教學介入對感覺統合失調學生之正向效果原因為運動及感覺訓練本身、水中活動、課程安排及教學者扮演的角色。

In this study, firstly, the researchers wanted to understand the effects of water activities on the student with sensory integration dysfunction and the parents’ opinions of the water activities courses intervention in. Second, we analyzed the reasons that influence of the student with sensory integration dysfunction by the water activities courses intervention in. The time regulation of this study used point type with random sampling from September, 2010 to January, 2011.The researcher picks two students with sensory integration dysfunction (six years old boy and seven years old girl). According to the reference books and course arranging by the specialists intervened in 22 classes for whole courses and observations in 4 months. The way of this study is case study of interview, taking photograph, students’ observation records, teacher’s observation records and compared the cases with the “Children sensory integration Rating Scale” to support the students with sensory integration dysfunction were influenced in the water activities intervention by pretest and post test.. According to the research the cases were better and better for: 1. Ability to use physical sensation; 2. Ability of sensory adaptation; 3. The emotional control and behavior ability. And the researcher made the conclusions by the interviews and the assessments as below: 1. It would improve the students with sensory integration dysfunction by the water activities intervention in. 2. The attitude for the effects of water activities on the student with sensory integration dysfunction of the parents is recognition. 3. Factors of the positive effects of water activities on the student with sensory integration dysfunction are sensory integration training, water activities, the arrangement of the courses, and the role of the teacher.