本文選題：成果取向 + 早期干預�。� 參考：《教育學報》2015年01期

【摘要】：本研究以臺灣特殊教育長期追蹤數(shù)據(jù)庫為數(shù)據(jù)源,探討早期干預對不同程度的殘疾兒童適應小學三年級融合環(huán)境的影響,并以兒童的語言表現(xiàn)及入學時適應狀態(tài)為中介變項。本研究以AMOS統(tǒng)計軟件進行驗證性因素分析,而后進行多群組線性結(jié)構(gòu)方程模型(SEM)驗證,檢定不同程度殘疾兒童的模型恒等性。結(jié)果發(fā)現(xiàn):(1)影響殘疾兒童適應小學三年級融合環(huán)境的早期干預變量包括干預的介入面向及介入時機;(2)以成果取向的「越早進行干預效益越好」的早期干預論點只是在某些條件下才能得以實現(xiàn);(3)兒童的語言表現(xiàn)及入學時的適應狀態(tài)是影響其穩(wěn)定適應小學學習的重要因素;(4)不同程度的殘疾兒童在「早療─小學融合模型」中有不同的路徑可走。
[Abstract]:In this study, the long-term track database of special education in Taiwan was used as the data source to explore the influence of early intervention on the integration environment of children with disabilities in different degrees to adapt to the third grade of primary school, and the language performance of the children and their adaptation state at school as intermediate variables. In this study, the confirmatory factor analysis was carried out with the Amos statistical software, and then the multi-group linear structural equation model (SEM) was used to verify the model identity of children with different degrees of disability. The results showed that: 1) the early intervention variables affecting the adaptation of children with disabilities to the integration environment in grade 3 of primary school include intervention orientation and intervention timing. It is only under certain conditions that the language performance of children and their adaptive state at school is an important factor affecting their stable adaptation to primary school learning.) Children with disabilities of varying degrees are included in the "early treatment-Primary School Integration Model". There are different paths to follow.
【作者單位】： 長庚大學早期療育研究所;
【分類號】：G760

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