學校特殊教育專業團隊之學齡前兒童職能治療師專業知能檢核表編制

特殊教育專業團隊之兒童職能治療師是以學校為基礎的介入，而職能治療師則是以臨床為基礎的介入方式養成，本文旨在檢視兒童職能治療師從醫院系統轉換到學校系統時應具備的專業知識與能力。因此，本研究將建置一份具有信度與效度之「特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表」，並分析治療師對於各項專業知能其認為重要程度情形與自我具備的情況及尚應具備哪些專業知能與其建構方式。本研究採調查研究法之分層隨機抽樣設計，研究對象為現下或曾在特殊教育專業團隊中服務過學齡前兒童之職能治療師，自編檢核表經專家評鑑後建立內容效度形成初稿，提供線上表單進行調查，收集資料後進行卡方適合性檢定、項目分析及因素分析，建立檢核表之信度與效度，即完成正式版「特殊教育專業團隊兒童職能治療師之專業知能檢核表」。結果顯示正式版檢核表共有四個向度共69題，全表及各向度之內部一致性之α值介於.887至.984間，內容效度經六位專家評鑑審題CVI值均為1.0，建構效度以探索性因素分析建立，其重要程度與具備程度及全量表可解說的變異量為58.389%到52.627%，顯示本檢核表具有良好信度與效度。結果發現重要程度四個向度平均數皆達4以上，代表各向度內之檢核項目皆屬重要。但具備情況各向度之平均數皆低於重要程度，顯示特殊教育專業團隊兒童職能治療師對於各向度之專業知能雖具備但仍出現不足夠之情形。正式版「特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表」是一份具有信度及效度的檢核表，能應用在現下及未來進入特殊教育專業團隊服務學齡前兒童的職能治療師身上，此表能讓兒童職能治療師檢視自身專業知能的情況、協助從醫療模式進入到學校模式之專業角色轉變及瞭解學校團隊合作的方式進行外，也能讓治療師充實不足之自我專業知識與能力，以滿足特殊教育專業團隊對學齡前兒童職能治療師的期望。

關鍵字

以學校為基礎；兒童職能治療師；特殊教育專業團隊；專業知能；學齡前特殊教育；檢核表

並列摘要

Pediatric occupational therapists (OTs) in the special education professional team are part of school-based interventions, while OTs work through clinical-based interventions. The purpose of this paper is to examine the professional knowledge and competency that Pediatric OTs should possess when they switch from the hospital to the school system. This study will build a reliable and valid "Professional Knowledge and Competency Checklist for Pediatric OTs in School-Based Special Education Professional Teams." It will also analyze the importance of each professional knowledge and possessed situation of the therapist, what professional knowledge should be possessed, and how to achieve it. This study adopts the stratified random sampling design of the survey research method. The subjects are OTs who have served preschool children in the special education professional team. The self-compiled checklist was evaluated by experts, and the content validity was established to form the first draft, and the investigation is conducted on the Internet. The checklist will be finalized after establishing its reliability and validity prescription suitability verification, project analysis, and factor analysis. The checklist has a total of 69 questions in four dimensions. According to the results, the alpha value of the whole checklist and the internal consistency of each dimension is between .887 and .984, and the content validity is evaluated by six experts. To conclude, the checklist can be reliably applied to pediatric OTs entering the special education professional team. It allows pediatric OTs to review their own professional knowledge, assist in the transformation of professional roles from the hospital to the school system, and understand the use of teamwork. It also allows them to improve their professional knowledge and competency.