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  本文選題：早期運(yùn)動干預(yù) + 智障兒童��； 參考：《集美大學(xué)》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(rèn)知、言語、溝通方面的缺陷，這些導(dǎo)致智障兒童存在著較為嚴(yán)重的行為問題，這些行為問題嚴(yán)重影響了智障兒童自身的學(xué)習(xí)和生活，甚至對于他們的一生都會造成無法彌補(bǔ)的傷害，給家庭和國家造成沉重的負(fù)擔(dān)。同時，對于培養(yǎng)智障兒童的特殊學(xué)校，在教學(xué)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(yù)也是學(xué)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(jī)構(gòu)，讓特殊學(xué)校、老師有針對性的對特殊兒童進(jìn)行科學(xué)教育和補(bǔ)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(yù)方法主要有：行為療法、社會支持訓(xùn)練法、積極行為支持法、社會工作干預(yù)法、游戲療法及感覺統(tǒng)合訓(xùn)練法。這些干預(yù)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(rèn)為：行為療法、社會支持訓(xùn)練法、積極行為支持法、社會工作干預(yù)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(rèn)知配合，而這些方法對于智力低下、認(rèn)知有較嚴(yán)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(xùn)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(yùn)動從生物學(xué)角度來進(jìn)行早期干預(yù)，是減少智障兒童的行為問題、逐步提高適應(yīng)行為的良好途徑。 鑒于此，本研究以特殊學(xué)校低段智障兒童為研究對象，采用運(yùn)動干預(yù)的形式，試圖探討早期運(yùn)動干預(yù)對學(xué)齡初期智障兒童行為問題的團(tuán)體與個案影響效果。筆者在為期3個月的干預(yù)周期內(nèi)，對8名存在不同程度行為問題的智障兒童進(jìn)行了不同形式的運(yùn)動干預(yù)，干預(yù)內(nèi)容主要有基本運(yùn)動能力訓(xùn)練、游戲和體操，一周五次，每次35分鐘。干預(yù)結(jié)束后，進(jìn)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(yùn)動干預(yù)后，相比較另外8名未參加運(yùn)動干預(yù)但存在問題行為的兒童，實(shí)驗(yàn)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(shí)驗(yàn)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(dá)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(jì)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(dá)到顯著差異。此外，通過運(yùn)動干預(yù)前后老師的評價結(jié)合本研究過程的觀察、體驗(yàn)，個案在運(yùn)動干預(yù)期間的體驗(yàn)?zāi)苓w移到日常生活和學(xué)習(xí)，其行為問題有所改善。 研究證明，早期運(yùn)動干預(yù)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(xué)上要加大非智力因素的教育；特殊學(xué)校要重視對學(xué)齡初期智障兒童的運(yùn)動干預(yù)；在智障兒童的教學(xué)過程中要注意：“機(jī)械教學(xué)”在一定程度上比“靈活教學(xué)”的效果要好，在教學(xué)過程中多采用“鼓勵”的陽性強(qiáng)化法，并運(yùn)用多種形式，不斷強(qiáng)化復(fù)習(xí)，，尤其要注重個別化施教；最后選擇合適的運(yùn)動干預(yù)模式，形成系統(tǒng)的干預(yù)“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(xué)位授予單位】：集美大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G806;G764

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本文編號：1987671