國小非語文型與語文型學習障礙學生適應功能之比較研究

A Study on the adaptive functioning of Elementary School Students with Nonverbal Learning Disabilities and Verbal Learning Disabilities

林怡芳(Yi-Fang Lin)

指導教授 ： 洪儷瑜

國立臺灣師範大學/教育學院/特殊教育學系/碩士(2007年)

摘要

本研究旨在探討國小階段不同亞型學習障礙學生在不同面向適應功能之現況與差異。研究對象為臺北縣、市國小四至六年級之非語文型（NLD）及語文型學習障礙學生（VLD）各15名，並依配對條件選取輕度智能障礙（MID）與普通學生（NC）各15名作為對照組，以探討不同亞型學障生的優弱勢表現與二組配對學生之異同。
針對四組學生分別請教師填寫「文蘭適應行為量表」，並進行「貝克青少年及兒童量表」、「常見字流暢性測驗」、「國民小學閱讀理解測驗」及「國小數學診斷測驗」中的「認數」及「加減法」兩分測驗，以量化方式比較四組學生在整體適應、適應行為、自我概念、內外向性行為及基礎學業的表現情形。此外，從本研究的NLD組及VLD組選取典型個案共三名進行家長及教師訪談並蒐集相關資料，以個案報告方式探討不同亞型學障生在適應上的實際事例，補充量化資料之限制。
本研究主要發現如下：
一、適應行為方面：
（一）NLD組除在溝通領域有正常水準外，其餘領域及整體適應皆具顯著困難。VLD組則在溝通、社會化領域及整體適應具顯著困難。
（二）兩組學障生相較，NLD組之動作技巧顯著弱於VLD組。與另二組配對組相較，除溝通外，NLD組在其餘三領域皆顯著弱於NC組且與MID組無顯著差異；而VLD組則在溝通及社會化領域顯著弱於NC組且在溝通領域與MID組無顯著差異。
二、自我概念方面：
（一）NLD組與VLD組皆為正常水準。
（二）NLD與其他三組無顯著差異；VLD則顯著弱於NC組。
三、內、外向性行為方面：
（一）NLD組與VLD組皆為正常水準。
（二）兩組學障生相較無顯著差異。與另二組配對組相較，NLD組之焦慮顯著高於NC組；VLD組之違規行為則顯著高於NC組。
四、基礎學業表現方面：
（一）NLD組僅在加減法測驗具顯著困難。VLD組則除在閱讀理解表現具正常水準外，其餘測驗表現皆具顯著困難。
（二）兩組學障生相較，NLD組僅在「識字」表現顯著優於VLD組。與另二組相較，除閱讀理解外，NLD組在其他測驗表現皆顯著弱於普通生；而VLD組則在所有測驗表現中皆顯著弱於NC組。
五、個案報告結果顯示不同亞型學障生在不同面向的適應功能會有質與量上的異同。

本研究並根據研究結果及限制，對非語文學障生之鑑定、教學及不同亞型學障生之未來研究提出相關建議。

關鍵字

非語文型學習障礙 ； 語文型學習障礙 ； 學習障礙 ； 適應功能

並列摘要

A Study on the adaptive functioning of Elementary School Students with Nonverbal Learning Disabilities and Verbal Learning Disabilities
Yi-Fang Lin
Abstract
The purpose of this study was to compare the adaptive functioning of two subtypes of children with learning disabilities (LD). Sixty graded 4 to 6 participants recruited from 17 public elementary schools of the Taipei City and County. They are divided into four groups, two subgroups of learning disabilities: nonverbal learning disabilities (NLD) and verbal learning disabilities (VLD), two matched control group: mild intellectual disabilities (MID) and normal control (NC).
All the students were measured on Vineland Adaptive Behaviors Scale (VABS, including communication, daily living skills, socialization, motor skills, and adaptive composite), Beck Youth Inventory (BYI-II, including self-concept, internalizing behaviors, and externalizing behaviors), and basic academic achievement tests (including word recognition, reading comprehension, number concept, and addition- subtraction). In addition, two typical students with NLD and one typical student with VLD were selected to explore their daily living activities by interviewing their parents and teachers, documents associated with these students are also collected. Three stories were reported individually to support the quantitative data.
The main findings of this study were as follows:
1. The performances of adaptive behaviors on VABS:
(1) The NLD group presented a low level on all of the VABS, excluding the Communication domain while the VLD group presented a low level on the Communication and Socialization domains. Both groups performed poorly on the Adaptive Behavior Composite.
(2) The Motor Skills scores of the NLD group were significantly lower than the VLD group. Besides, except the Communication domain, the NLD group was not performed well as the NC group but performed poorly as the MID group on another three domains of the VABS. On the other hand, the VLD group was not performed well as the NC group but performed poorly as the MID group on the Communication and Socialization domains.
2. The performance of self-concept on BYI-II:
(1) Both of the NLD and VLD group showed average levels.
(2) The scores of NLD group were not significant within another three groups whereas the scores of the VLD group were significantly lower than the NC group.
3. The performances of internalizing and externalizing behaviors on BYI-II:
(1) Both of the NLD and VLD group showed average levels.
(2) The NLD group showed significantly higher scores in internalizing behaviors than the NC group whereas the VLD group showed significantly higher scores in externalizing behaviors than the NC group.
4. The scores of basic academic achievements:
(1) The NLD group demonstrated a low level on the Addition-Subtraction Test while the VLD group demonstrated a low level on Word Recognition, Number Concept, and Addition-Subtraction Tests.
(2) The scores on Word-Recognition Test of the NLD group were significantly better than the VLD group. The scores on all of the basic academic achievements of the NLD group were significantly poor than the NC group, excluding the Reading Comprehension Test. However, the VLD group performed signigicantly poor than the NC group on all tests.
5. The reports of three typical cases revealed different adaptive functioning on comprehensive dimensions.

According to the aforementioned findings, the recommendations to further studies and practice were made.

並列關鍵字

nonverbal learning disabilities ； verbal learning disabilities ； learning disabilities ； adaptive functioning

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