國民中小學情緒行為障礙學生多元介入調查研究

本研究旨在調查國民中小學情緒行為障礙學生多元介入的情形，自492份回收的398份問卷以及從中抽取的153份參照樣本，得知以下結論。第一、師生背景變項：（一）女性普通班、特殊教育教教師為主要輔導人力；（二）輔導教師普遍缺乏，但國民中學的介入者較多；（三）年輕稍具經驗的教師為輔導主力；（四）教師的特教專業多於輔導專業；（五）學生安置的學校規模較大；（六）注意力缺陷過動症的男生發現較早，但介入較晚；（七）學生的行為與學業危險因子多；（八）學校運用多元介入的程度偏低。第二、多元介入現況：（一）鑑定安置輔導措施、多重模式治療達良好程度，但輔導成效中等；（二）負向外在行為與學業問題出現率較高者改善情況較差；（三）輔導教師的比例與學生部分行為的改變有關。第三、多元介入的差異：（一）大部分的教師背景變項影響鑑定安置輔導措施；（二）教師的性別、學歷、職務、輔導背景、學校規模影響多重模式治療；（三）教師的年資、任教地區影響輔導成效；（四）大部分的學生背景變項影響鑑定安置輔導措施；（五）學生的主要問題與輔導資源影響多重模式治療；（六）持有鑑輔會證明、學生的主要問題與輔導資源影響輔導成效。第四、人際關係最能預測輔導成效。其次是輔導教師的比例較低時，認知與安置輔導是重要預測因子；若輔導教師的比例較高時，則是形象／想像為重要預測因子。最後提出若干建議作為未來教育輔導及相關研究參考之用。

關鍵字

情緒行為障礙；多元介入；鑑定安置；多重模式治療

並列摘要

This study explored the multiple interventions for elementary and secondary students with emotional and behavioral disorders (EBD). A quantitative questionnaire was adopted and 398 out of 492 efficient questionnaires were received, from which 153 teachers were withdrawn as reference group. The results were as follows: First, the demographic information about teachers and students with EBD: (1) most teachers were female, general, and special education teachers; (2) there was a shortage of guidance teachers, but it was better in secondary schools; (3) most teachers were younger and had fewer years of teaching experience; (4) teachers' professional trainings in special education was more than guidance competence; (5) more students with EBD were placed in large schools; (6) male attention deficit hyperactivity disorder (ADHD) students were identified early, but intervened late; (7) the risk factors for students with EBD were academic and behavioral problems; (8) The use of multiple interventions in schools were insufficient. Second, the multiple interventions of teaching elementary and secondary students with EBD: (1) identification and placement (IDP) and multimodal therapy (MMT) were better, but educational outcomes (EOs) were intermediate; (2) It was hard to improve high levels of behavior and study problems; (3) there were relationships between high ratio of guidance teachers and the improvement of the behavior problems of students with EBD. Third, the differences of multiple interventions: (1) IDP varied based on most of teacher variables; (2) teachers' gender, education, categories, guidance background, and school size affected MMT significantly; (3) teachers' seniority and school areas affected EOs significantly; (4) IDP varied based on most of student variables; (5) main problems of student and guidance resources affected MMT significantly; (6) students with EBD proofs, main problems of students, and guidance resources affected EOs significantly. Forth, interpersonal relationships can most efficiently predict EOs, cognition and imagery can also predict according to different ratio of guidance teachers. Finally, some educational applications, guidance, and the directions for further research are referred based on the findings and the limitations of this study.