地板滾球對國中輕度智能障礙學生粗大動作與工具性日常生活功能提升之成效
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2021
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智能障礙的國中生在日常生活功能表現上明顯差於一般同儕，缺乏獨自生活的能力，仍須部分仰賴重要他人。因此培養智能障礙者具備良好的日常生活功能所需的粗大動作技能是非常重要的。因此本研究在探討介入地板滾球課程後對國中輕度智能障礙學生粗大動作和工具性日常生活功能之影響，本研究受試者為臺北市某國中兩名九年級、一名八年級就讀集中式特教班輕度智能障礙學生，研究方法採單一受試研究法A-B-A撤回設計，進行8週共24節的地板滾球課程。研究工具為「布魯茵克斯-歐西瑞斯基動作測驗第二版(BOT-2)｣與｢工具性日常生活活動能力量表(IADL)｣，所得資料以視覺分析法和C統計進行分析。研究結果為地板滾球對全部的輕度智能障礙學生的身體協調能力有立即成效，且對多數的輕度智能障礙學生的身體協調能力有維持成效；地板滾球對部份的輕度智能障礙學生的力量與敏捷度有立即成效，且對多數的輕度智能障礙學生的力量與敏捷度有維持成效；地板滾球對部份的輕度智能障礙學生的工具性日常生活功能有立即成效，但沒有維持成效。本研究期程受限於畢業時間及疫情，導致收案不穩定，而研究對象無法廣泛推論至其他求學階段身心障礙學生樣態；使用地板滾球課程介入，訓練目標主要是粗大動作，在精細動作效果不明顯；工具性日常生活功能量表受限於智能障礙學生認知，無法自陳評量。教學上建議針對不同障礙類別學生給予合適的輔助策略，修改課程內容進行多層次教學，並安排室內場地減少外在環境變動因素；未來研究建議課程介入時間拉長，增加研究效度，且增加精細動作方面相關的訓練課程，以增進工具性日常生活功能的成效。
Students with intellectual disability are significantly worse than their peers in activity of daily living. They can not live alone and still have to rely on important others. Therefore, it is very important to train students with intellectual disability to have good gross motor skills required for good activity of daily living.Therefore, this study explored the influence of Boccia course intervention on mild intellectual disability student’s gross motor and instrumental activity of daily living. This study used three students in one Taipei junior high school’s self-contained class as the research subject, one girl is 8 grade and two boys are 9 grade. The research method used single-subject A-B-A withdrawal experiment designs. Boccia course totally have 24 classes in 8 weeks. Research tools are" Bruininks-Oseretsky Tests of Motor Proficiency, Second Edition (BOT-2)" and " Instrumental Activities of Daily Living Scale(IADL) ". Data obtained are analyzed by visual analysis and C statistical test. Research data shows the following results. Boccia course has positive effect on body coordination of all intellectual disability student, and it has maintainable effect on two intellectual disability student. Boccia course has positive effect on agility and strength of one intellectual disability student, and it has maintainable effect on two intellectual disability student. Boccia course has positive effect on instrumental activity of daily living of one intellectual disability student, but none of intellectual disability student has maintainable effect.The duration of this study is limited by COVID-19, and it affect the research subject’s performance. Boccia course use more gross motor than fine motor, so fine motor can not be trained. Because of intellectual disability student’s cognition, IADL scale can not be evaluated by themselves.It was suggested that provide suitable strategy for different disability student, and use multi-level instruction in class. Playing Boccia at indoor is more appropriate than outdoor. Boccia course can have more class to increase research validity, and increase fine motor skills to enhance instrumental activity of daily living.
Students with intellectual disability are significantly worse than their peers in activity of daily living. They can not live alone and still have to rely on important others. Therefore, it is very important to train students with intellectual disability to have good gross motor skills required for good activity of daily living.Therefore, this study explored the influence of Boccia course intervention on mild intellectual disability student’s gross motor and instrumental activity of daily living. This study used three students in one Taipei junior high school’s self-contained class as the research subject, one girl is 8 grade and two boys are 9 grade. The research method used single-subject A-B-A withdrawal experiment designs. Boccia course totally have 24 classes in 8 weeks. Research tools are" Bruininks-Oseretsky Tests of Motor Proficiency, Second Edition (BOT-2)" and " Instrumental Activities of Daily Living Scale(IADL) ". Data obtained are analyzed by visual analysis and C statistical test. Research data shows the following results. Boccia course has positive effect on body coordination of all intellectual disability student, and it has maintainable effect on two intellectual disability student. Boccia course has positive effect on agility and strength of one intellectual disability student, and it has maintainable effect on two intellectual disability student. Boccia course has positive effect on instrumental activity of daily living of one intellectual disability student, but none of intellectual disability student has maintainable effect.The duration of this study is limited by COVID-19, and it affect the research subject’s performance. Boccia course use more gross motor than fine motor, so fine motor can not be trained. Because of intellectual disability student’s cognition, IADL scale can not be evaluated by themselves.It was suggested that provide suitable strategy for different disability student, and use multi-level instruction in class. Playing Boccia at indoor is more appropriate than outdoor. Boccia course can have more class to increase research validity, and increase fine motor skills to enhance instrumental activity of daily living.
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地板滾球, 智能障礙, 粗大動作, 布魯茵克斯-歐西瑞斯基動作測驗第二版, 工具性日常生活功能, Boccia, Intellectual Disability, Gross motor, BOT-2, Instrumental Activity of Daily Living