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題名 | 國中小學生社會行為評量系統之發展=The Development of Social Behavior Assessment System for Children |
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作者 | 蔡明富; | 書刊名 | 特殊教育學報 |
卷期 | 41 2015.06[民104.06] |
頁次 | 頁83-119 |
分類號 | 523.4 |
關鍵詞 | 國中小學生; 社會行為; 教師評量表; 家長評量表; 學生評量表; Children; Social behavior; Teacher rating scale; Parent rating scale; Self-report scale; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在編製一套「國中小學生社會行為評量系統」,以利及早發現國中小學生的情緒行為問題。此評量系統包含教師、家長及學生評量表,三種評量表(各112題)內容均包括兩部分:社會能力量表(46題)及問題行為量表(66題),其中社會能力量表包括自我控制(自主行為、情緒管理)、人際互動(人際關係、溝通表達及合作同理)及學習行為(學習習慣、學習表現)等三向度七個分量表;問題行為量表包括過動反抗(不專注、過動衝動及憤怒反抗)、焦慮憂鬱(焦慮害怕、身心不適及退縮悲觀)及違反規範(內隱違規、混合違規及外顯違規)等三向度九個分量表,作答方式以Likert式五點量表。結果顯示:(1)教師、家長及學生評量表的內部一致性係數良好,間隔四週重測信度的穩定性係數尚可,評量者間一致性則出現低度至中度相關;(2)教師及家長評量表與「行為情緒評量表」、「阿肯巴克實證衡鑑系統」,以及學生評量表與「貝克兒童及青少年量表第二版」的效標關聯效度皆達顯著;(3)教師評量表可以有效區別情緒行為問題個案與一般學生;(4)驗證性因素分析結果顯示教師、家長及學生評量表均與原先建構相符。最後,以國中小教師934人、家長1,841及學生1,095人分別建立全國常模。 |
英文摘要 | The purpose of this study was conducted to develop a social behavior assessment system for children (SBASC) suitable for children. The SBASC comprised 3 scales: the teacher rating scale (TRS), parent rating scale (PRS), and self-report scale (SRS). TRS, PRS, and SRS all included 112 items in two scales: Social Competence Scale and Problem Behavior Scale. The Social Competence Scale consisted of 46 items divided into 7 subscales for measuring 3 theoretical dimensions: self-control, interpersonal interaction, and academic behavior. The Problem Behavior Scale consisted of 66 items divided into 9 subscales for measuring three theoretical dimensions: hyperactivity/oppositional, anxiety/depression, and conduct problem. The study yielded the following results: (a) TRS, PRS, and SRS all have high internal consistency reliability and 4-week-interval re-test reliability; Besides, the inter- rater reliability between teacherts, parents and students were lower to moderate; (b) content validity was established by consulting experts and exploring document; (c) the concurrent validity of the TRS and PRS was satisfactory in two criterion-referenced tests (the behavioral and emotional rating scale and the Achenbach system of empirically based assessment). and the SRS to the Beck youth inventories was found considerably satisfactory; (d) TRS and PRS were found considerably satisfactory in discriminating emotional and behavioral problem children from normal ones; (e) confirmatory factor analysis were found considerably satisfactory in TRS, PRS, and SRS. Finally, the percentile rank and t-score norms were developed for 934 subjects in TRS, 1,841 subjects in PRS and 1,095 subjects in SRS. |
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