早期介入計劃對發展遲緩幼兒與母親互動行為之影響

Effect of Early Intervention on the Interaction of Developmentally Delayed Infants and Their Mothers

陳俞君(Yu-Jun Chen) ； 朱曉慧(Hsiao-Hui Chu)

《The Kaohsiung Journal of Medical Sciences》 11卷12期 (1995/12) Pp. 697-707

https://doi.org/10.6452/KJMS.199512.0697

摘要

近年來，台灣對朴姿展遲緩幼兌的早期介入計劃愈來愈重視。本研究藉向觀察母親與其蚤展遲緩幼兌的互動，來探討（1）母親與其今展遲緩幼兒朴自尚進戲及教導情境中互動行為之型態； ( 2）比較母親參加早期介入計劃前技與其委展遲緩幼兌的互動行為； ( 3）探討母親對其委展遲緩幼兌的認知、期望、壓力知覺及參與課程的程度對母親與其幼兒互動行為的影響。研究對象包括21位南部某教學醫院小兌科門診診斷為養展遲緩的 3 歲以下幼兌及其母親。母親與其幼兒參加每週兩小時的訓練課程一年，並游早期介入計劃閉始及一年技參加10分鐘自向進戲及 5 分鐘教導情境的觀察攝影。另外，早期介入計劃前技分別以貝萊嬰兒務展量表評估個案的委展程度，並用自擬教師評估量表及母親對幼兌蚤展認知及期望調查表收集資料。結果顯示，早期介入一年技，今展障礙幼兒的移動行為增加，母親在與幼兒互動時，會表現較多正向情感行為。而母親在家庭環境評量、參與程度及教師評估親子互動能力上皆呈現顯著增加。在自向道戲及教導情境比較中，委展遲緩幼兌在自向遊戲中表現對玩具的高度注意及興趣，另外，其社會主動、反應行為及正向情感表達也較多；而母親則在教導情境中表現較多協助行為。最技，母親在互動時的教導策略與其對委展障礙幼兒的認知及其壓力感受有顯著相關”本文並針對研究結果提出對未來早期介入計畫及研究上的建議”

並列摘要

The purpose of this study was (1) to examine the interaction patterns of mothers and their developmentally delayed infants during free play and instructional episodes; (2) to investigate the influence of an early intervention program on the interaction patterns of mothers and their developmentally delayed infants; and (3)to investigate to what extent the maternal perceptions and expectations, perceived stress and involving motivation were associated with maternal behavior while interacting with their developmentally delayed infants.
The participants of this study were twenty-one developmentally delayed infants and their mothers. Each mother-child dyad was videotaped in a laboratory playroom for 10-minutes of free play and a 5-minute instructional session. Mental and psychomotor development of the child were measured by Bayley scale. The perception of child development, expectation, and the stree of mothers were measured by a self-re-
port questionnaire which was designed by a researcher in this study. The mothers’ motivation of involvement was evaluated by teachers.
On year after early intervention, it was found that (1) developmentally delayed infants increased locomotion, (2) mothers demonstrated more positive emotional expression during mother-child interaction, and (3) the score of HOME, mother’s involvement, and the quality of mother-child interaction which was evaluated by teachers were significantly increased. Furthermore, the differences between situations indicated that the developmentally delayed infants were more toy-oriented during play than instruction. The mothers tended to be more helpful in attitude while they instructed their children. The mother’s perception of child development and stress were found to be the critical factors affecting maternal teaching, controlling, and caring behavior.

並列關鍵字

developmentally delayed infant ； early intervention ； mother-child interaction