頁籤選單縮合
題 名 | 多元「社會行為評量表」在鑑定國中情緒障礙學生之可行性研究=Application Study of Adolescent Social Behavior Scales in Identifying Secondary Students with Emotional/Behavioral Disorders |
---|---|
作 者 | 洪儷瑜; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 16 1998.06[民87.06] |
頁 次 | 頁247-268 |
分類號 | 529.68 |
關鍵詞 | 多元社會行為評量表; 國中; 情緒障礙學生; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨探討多元「青少年社會行為評量表」( Adolescent Social Behavior Scales, ASBS )在情緒障礙學生鑑定運用之可行性。 以臺北市兩所國中之一、二年級學生 各十班,共計 662 名學生為研究對象, 模擬進行鑑定工作,本研究先擬定三階段之鑑定, 包括篩選、多元評量與觀察,僅以「青少年社會行為評量表」和「青少年行為簡式評量表」 兩項工具和社交計量表等三份工具,進行鑑定流程之第一和第二階段之測試研究。結果有如 下的三項主要發現: 1.在第一階段篩選,社交計量表和教師轉介兩種不同篩選方式,所得之篩選人數比率與問 題類型有差異,以篩選所得之人數比率與偽陽性和偽陰性之研究發現教師轉介配合實施簡式 量表之篩選較為理想,約篩選出總人數之 6.19%,惟此篩選方式較容易忽略受忽視型的學生 。 2.第二階段多元評量的結果,發現約有 4.8% 的學生符合兩版以上出現兩個分量表低於百 分等級 10 (或高於百分等級 90 )或是一個量表低於百分等級 5 (或高於百分等級 95 )之標準。 3.本研究所採用之多元評量之標準以問題之嚴重程度、問題表現之領域數目,與評量來源 數比較各種不同標準所得之人數,結果發現原採用之標準最符合第二階段的功能。 最後,根據研究限制也對未來研究提出建議,並對原擬定之鑑定流程提出修訂模式,而多元 行為評量表之簡式建議用於第二階段轉介後之篩選,完整版則用於第三階段之正式評量。 |
英文摘要 | The study was to explore the application of Adolescent Social Behavior Scales (hereafter as ASBS) in the secondary schools to identify students with emotional/behavioral disorders (hereafter as EBD). Ten classes in the 7 �� and 8 �� grade were selected from two junior middle schools in Taipei City. 662 students in total were involved in this three-stage manipulated identification of students with EBD. The short and long forms of ASBS and sociometric measure were administrated in this study. Three major findings were concluded as follows: (a) Compared with sociometric measure, administration of teacher-rating and peer-rating of short forms ASBS functioned better in the screen stage of identification; however, it might miss the students with neglected type interpersonal problems; (b) according to the criterion of two subscales beyond PR 90 in negative subscales (or under PR10 in positive subscales) or one subscale beyond PR 95 in negative subscales (or under PR5 in positive subscales), 4.8% EBD candidates were found; (c) according to three different factors of problems (severity, numbers of problems, and numbers of noticed resources), different criteria were manipulated and the criterion of two subscales beyond PR 90 in negative subscales (or under PR 10 in positive subscales) or one subscale beyond PR 95 in negative subscales (or under PR5 in positive subscales), was considered as reasonable. However, the original three-stage of identification model was modified as four stages based on the aforementioned finding. Recommendations to further research and implication of ASBS or identification model were made. |
本系統中英文摘要資訊取自各篇刊載內容。