運用視覺動作整合訓練於智能障礙學童漢字書寫表現之個案研究

Effects of Visual-Motor Integration Training on Chinese Handwriting for Student with Intellectual Disability: A Single Case Study

楊惠萍(Hui-Ping Yang) ； 張茹茵(Ju-Ying Chang)

《特殊教育與輔助科技學報》 12期 (2020/12) Pp. 29-47+49

https://doi.org/10.6684/JRSEAT.202012_(12).0002

摘要

習寫漢字對智能障礙學童而言有一定的挑戰度，視覺動作整合能力為寫字表現重要影響因素。本研究旨在探討視覺動作整合訓練對智能障礙學童漢字書寫表現之成效，採單一受試研究法之撤回設計，以一位就讀特教班低年級智能障礙學童為研究對象，自變項為視覺動作整合訓練介入，依變項為漢字書寫筆劃數正確率、筆劃運行方向正確率。研究結果顯示視覺動作整合訓練對智能障礙學童漢字書寫表現之筆劃數正確率、筆劃運行方向正確率均具立即和維持成效。

關鍵字

漢字書寫表現 ； 視覺動作整合訓練 ； 智能障礙

並列摘要

Chinese handwriting can be highly challenging task for children with intellectual disability. Visual motor integration is an important factor influencing handwriting performance. This study aimed to examine the effects of visual-motor integration training on Chinese handwriting performance for children with intellectual disability. A reversal ABAB single-case experimental design was used with children with intellectual disability. Performance of writing Chinese characters, including correct rates of stroke counts and stroke orders, were assessed. Results indicated that visual-motor integration training had positive effects both on stroke counts and stroke orders. The findings demonstrate that visual-motor integration training was effective in enhancing Chinese handwriting for children with intellectual disability, and the effects maintained over time.

並列關鍵字

Chinese handwriting ； visual-motor integration ； intellectual disability

參考文獻

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