園藝治療活動對國中學習障礙學生社會技巧的效果探究

Abstract

學習障礙學生是異質性很大的群體，其中有一部分在與人交往時會出現社會、情緒或行為適應的困難，導致社會技巧表現不如預期。本研究旨在探討園藝治療活動對國中學習障礙學生社會技巧的效果。研究方法採用單一受試研究法中的跨行為多基線設計進行實驗。研究對象為一名國中八年級的學習障礙學生，並邀請三名資源班同儕一起參加園藝治療活動。自變項是園藝治療活動，依變項是社會技巧的出現次數，包括互動、表達和傾聽。實驗共分三個階段，分別是基線期、介入期和保留期。本研究使用視覺分析和C統計來評估效果，並請受試者本人和受試者的家長、導師和同儕來填寫回饋單，以作為本研究的社會效度分析。研究結果如下: 一、園藝治療活動對國中學習障礙學生的互動技巧有立即和保留成效。 二、園藝治療活動對國中學習障礙學生的表達技巧有立即和保留成效。 三、園藝治療活動對國中學習障礙學生的傾聽技巧有立即和保留成效。 四、社會效度結果顯示受試者在互動、表達和傾聽技巧方面都有進步。Students with learning disabilities are a heterogeneous group. Some of them have difficulties in social, emotional or behavioral adaptation when interacting with people. As a result, social skills are not performing well. The purpose of this study was to investigate the effectiveness of horticultural treatment on promoting social skills in junior high school students with learning disabilities. The multiple baseline design across behaviors of single subject experimental design had been adopted. The participant is an eighth grade junior high school student with learning disabilities and three resource class peers joined in the activities of horticultural therapy. The independent variable of the study was the activities of horticultural therapy. The dependent variable was the number of social skills, including interaction, expression, and listening behavior. The implementation process included baseline, intervention period, maintenance period of three stages. Visual analysis and the C statistic were used in the study for analyzing the effectiveness, and some of the participant’s significant others were requested to construct social validity. Results of the study were as follows： 1.The activities of horticultural therapy has intervening and maintaining effects on the interaction ability of the participant. 2.The activities of horticultural therapy has intervening and maintaining effects on the expression ability of the participant. 3.The activities of horticultural therapy has intervening and maintaining effects on the listening ability of the participant. 4.The results of social validity indicate that participants have progress in interaction, expression and listening ability.