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國小特教班學生課間之身體活動、動作技巧和適應行為：前導研究
Physical Activities, Motor Skills, and Adaptive Behaviors of Elementary School Students in Special Education Classes During Recess: A Pilot Study
Abstracts
利用課間時間的環境介入來增加身體活動的研究大多以一般生為研究對象，較少針對身心障礙生。因 此，本研究目的在探討國小特教班學生課間之身體活動、動作技巧和適應行為的關聯性。召募8名7～10歲的特教班學生參與2週基線期和2週處理期，以「兒童遊戲之活動和關係觀察系統」（System for Observing Children's Activity and Relationships during Play, SOCARP）、「大肌肉動作發展測驗第二版」和「適應行為評 量系統第二版」檢測身體活動、動作技巧和適應行為，分析研究參與者課間時間SOCARP四大類目（身體活動、活動規模、活動型態、社會互動）之差異，以及大肌肉動作發展、適應行為與SOCARP四大類目的關聯性。結果顯示：一、身體活動方面，處理期靜止或不動明顯低於基線期，處理期原地的活動和激烈快速的活動明顯高於基線期；二、在基線期，社會互動方面的肢體衝突與適應行為（一般適應、實用技巧）有正相關。三、在處理期，身體活動方面之原地的活動與適應行為有正相關；社會互動（言語正向、肢體衝突）與適應行為有正相關。本研究結論為環境因素的改變對增加特教班學生課間的身體活動有正向作用，此外還要設計身心障礙生喜愛且可以成功完成的活動，活動內容設置是學校或教師容易執行的，以便能幫助和鼓勵身心障礙生增加身體活動。
Parallel abstracts
Most studies on using environmental intervention during recess time to increase physical activity have focused on the general student population, with fewer targeting students with disabilities. Therefore, the purpose of this study was to investigate the associations among physical activity, motor skills, and adaptive behaviors during recess for elementary school students in special education classes. Eight special education students aged 7-10 were recruited to participate in a two-week baseline period and a two-week treatment period. "The System for Observing Children's Activity and Relationships during Play" (SOCARP), the "Test of Gross Motor Development- Second Edition", and the "Adaptive Behavior Assessment System-2" were used to test physical activity, motor skills, and adaptive behavior. The differences in the four major categories of SOCARP (physical activity, activity scale, activity type, and social interaction) during recess time were analyzed, as well as the associations among gross motor development, adaptive behavior, and the four major categories of SOCARP. Results showed that: (a) In terms of physical activity, stillness or immobility during the intervention period was significantly lower than during the baseline period, while activity in situ and vigorous activity during the intervention period were significantly higher than those during the baseline period. (b) In the baseline period, physical conflict in social interaction was positively correlated with adaptive behavior (general adaptive and practical skills). (c) During the intervention period, activity in situ was positively correlated with adaptive behavior; social interaction (positive verbal communication, physical conflict) was positively correlated with adaptive behavior. We conclude that changes in environmental factors have a positive effect on increasing physical activity during recess among students in special education classes. In addition, activities that students with disabilities enjoy and can successfully complete should be designed, and the content of the activities should be easy for schools or teachers to implement, so as to help and encourage students with disabilities to increase their physical activity.