「學前兒童社會行為評量系統」編製之研究

本研究目的在編製一套「學前兒童社會行為評量系統」（social behavior assessment system for preschool, SBASP），以利早期發現學前兒童的情緒行為問題。此評量系統包含教師及家長評量表，兩種評量表（各111題）內容均包括兩部分：社會能力量表（56題）及問題行為量表（55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；問題行為量表包括分心過動（不專注、過動衝動）、反抗違規（憤怒反抗、攻擊違規）及焦慮退縮（焦慮害怕、退縮害羞及身心症狀）等三向度七個分量表，作答方式以Likert式五點量表。結果顯示：一、教師及家長評量表的內部一致性係數極佳，間隔兩週的重測信度結果也顯示量表的穩定性係數良好；二、教師及家長評量表對兩個效標測驗（「學前兒童提早入學能力檢核表」、「阿肯巴克實證衡鑑系統」）的同時效度也相當理想；三、教師與家長評量表均可以有效區別不同適應程度之幼兒，以及情緒行為問題個案與一般幼兒；四、驗證性因素分析結果顯示，教師及家長評量表之「社會能力量表」、「問題行為量表」均支持本研究原先建構。最後，以全國幼兒教師1,149人、幼兒家長1,162人建立全國常模。研究結果發現，「學前兒童社會行為評量系統」是一份具備不錯信度、效度的工具，可據此發現學前兒童情緒行為問題。

關鍵字

社會行為；家長評量表；教師評量表；學前兒童

並列摘要

Purpose: Although young children diagnosed with psychiatric disorders can overcome their problems with the assistance of their parents and teachers, their problems are often unmanageable without professional help; therefore, these children and their families must be referred to mental health and special needs education services. To adequately assist children who exhibit emotional and behavioral disorders, professionals in special needs education must use techniques to assess these problems. This study was conducted to (a) develop a social behavior assessment system for preschoolers (SBASP) suitable for children ages 4 through 6 years; and (b) evaluate the reliability and validity of this proposed scale. Methods: The initial item pool was developed based on a review of relevant literature and tools. The SBASP was used to survey preschoolers in Taiwanese kindergartens. Samples were collected using stratified random sampling. Item and factor analyses were used to delete inadequate items and establish reliabilities and validities. The SBASP comprised 2 scales: the teacher rating scale (TRS) and parent rating scale (PRS). Both the TRS and PRS comprised 111 items from the social competence and problem behavior scales. The social competence scale comprised 56 items divided into 7 subscales for measuring 3 theoretical dimensions: self-control, interpersonal interaction, and academic behavior. The problem behavior scale consisted of 55 items divided into 7 subscales for measuring 3 theoretical dimensions: inattention and hyperactivity, opposition and conduct problems, and anxiety and withdrawal. Results/Findings: The study yielded the following results: (a) regarding the internal consistency, both the TRS and PRS yielded extremely high coefficients (Cronbach's α) and acceptable retest reliabilities (2-wk inter vals); (b) the content validity was established by consulting experts and exploring documents; (c) the concurrent validity of the TRS and PRS was satisfactory in two criterionreferenced tests (the early entrance checklist for preschool and the Achenbach system of empirically based assessment); (d) the discriminant validity of TRS and PRS were found considerably satisfactory in identifying young children with different degrees of adaptivity and emotional and behavioral problems; and (e) the construct validity was established by performing a confirmatory factor analysis, which yielded satisfactory results and 7 factors for both TRS and PRS. Conclusions/Implications: Based on the results, the SBASP exhibited acceptable indicator reliability, concurrent validity, discriminant validity, and construct validity values. The psychometric findings indicated that the proposed SBASP was suitable for gathering information from teachers, parents, and students regarding emotional and behavioral problems in preschool. Therefore, percentile rank and t-score norms were developed for 1,149 items in the TRS and 1,162 items in the PRS. The SBASP appeared to be a useful tool in preschool applications; however, various suggestions are offered for future research.