查詢結果分析
來源資料
相關文獻
- A Prevalence Study of Developmental Delay in Kindergartens: The Relationships between Teacher Nomination and Screening Tests
- 臺北市發展遲緩兒童早期療育醫療資源調查
- 發展遲緩兒童轉銜服務之探討
- 護理人員對發展遲緩兒童早期療育應有的認識
- 給孩子一個美麗希望的明天--談早療政策在臺北市的執行成效
- 麻煩小天使的另一片天空--早期介入實務分享
- 「發展遲緩幼兒教學活動」對發展遲緩幼兒應用成效之研究
- 發展遲緩及障礙嬰幼兒語言能力之評量及介入
- 臺灣地區發展遲緩幼兒人口調查研究
- 不同類型溝通障礙兒在腦部胼胝體面積差異之初報
頁籤選單縮合
題名 | A Prevalence Study of Developmental Delay in Kindergartens: The Relationships between Teacher Nomination and Screening Tests=疑似發展遲緩幼兒出現率之研究:兼探教師提名法與篩選測驗間之一致性 |
---|---|
作者 | 蔡昆瀛; | 書刊名 | 臺北市立師範學院學報. 教育類 |
卷期 | 34 民92.09 |
頁次 | 頁115-133 |
分類號 | 173.1 |
關鍵詞 | 發展遲緩; 出現率; 教師提名法; 篩選測驗; Developmental delay; Prevalence; Teacher nomination; Screening test; |
語文 | 英文(English) |
中文摘要 | 本研究旨在藉由教師提名法推估幼稚園內疑似發展遲緩幼兒的出現率與癥狀,並探討教師提名法和標準化測驗篩選結果間的一致性,以及與兩者間之關係有關的中介變項。研究階段一採分層隨機抽樣與叢集抽樣選取臺北市22所公私立幼稚園中的52個班級(52名教師)之1,471名幼兒為出現率調查樣本,研究方法為教師提名與個別晤談法;研究階段二則以25名經教師提名為疑似發展遲緩的幼兒(DD組),以及另25名非疑似發展遲緩的普通幼兒(非DD組)為對象,使用的研究方法有教師提名、篩選測驗與教室行為觀察等。主要的研究發現如下:1,471名調查樣本中,有136名經教師提名為疑似發展遲緩,出現率達9.2%;平均每班疑似發展遲緩幼兒數為2.6名,男、女幼兒的出現率比為3.5:1。被提名幼兒間之問題癥狀具有相當的異質性,依發展領域區分,計有70種不同組型,並且八成六的幼兒具有多重領域的發展問題,其中以情緒與行為問題最為普通。DD組與非DD組在「嬰幼兒發展測驗(DDST)」的結果顯示:五分之二的DD組幼兒經測驗篩選為發展異常或有問題,非DD組幼兒則全部經測驗篩選為正常;與教師提名和DDST篩選結果間之關係有關的中介變項有「教室行為」和「特定的遲緩領域」(包括動作發展與生活自理能力)兩項因素,至於幼兒「性別」與「在班上的年齡順位」則與此兩種篩選方法之間的關係無顯著相關。 |
英文摘要 | The purpose of this research is to describe the prevalence and characteristics of kindergarten children with developmental delay, and the relationships between teacher nominations and screening tests. A two-stage study was conducted. Stage One consisted of a prevalence survey and individual interviews with teachers. The sample of the prevalence survey involved 52 teachers and 1,471 children from 52 classes of 22 kindergartens in Taipei. Stage Two concentrated on the relationships between the two identification approaches, and the research methods included nomination, screening test and classroom observation. Fifty children (half regarded by teachers as having developmental delay and the other half not) in 11 classes took part in this stage. The main findings suggest that 9.2% of the kindergarten children, or an average of 2.6 children in a class, were nominated by teachers as having developmental delay, with most having multiple domains of delay. Boys outnumbered girls in the prevalence rates at about 3.5:1. Where there was a certain degree of mismatch between the teacher nominations and screening tests (using DDST) these discrepancies can be accounted for in terms of the classroom behavior patterns and certain delayed domains including self-help skills and motor development. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。