適用於國人低年級學習障礙兒童之動作測驗的編製

Development of a Motor Test for Young Children with Learning Disabilities

成戎珠(Rong-Ju Cherng) ； 黃朝慶(Chao-Ching Huang) ； 張瑛玿(Ying-Chao Chang)

《物理治療》 25卷2期 (2000/03) Pp. 75-87

摘要

研究背景與目的：鑑於國內缺乏一套適用於低年級學童之整體性的認知功能測驗，因而本研究發展一套適用於國人低年級學童的「兒童認知功能綜合測驗」，以供幼稚園與國小的教師與輔導人員評估學生塞本認知功能，以期有助於學習障礙充的早期篩檢與診斷。「兒童認知功能綜合測驗」涵蓋認知的重要塞本歷程與功能：注意力、動作、視知覺、聽知覺、記憶力、推理與語言七大範疇。本文主要介紹動作測驗的部份。方法：經由文獻閱讀，收集相關測驗項目，再經研究群的討論，增減、修改測驗項目的文字內容、指導語與評分標準（施測方式標準化與評量方式標準化），最後經過兩次的預測，確定測驗項目。總共有2322位幼稚園大班到小學三年級的學童參與此項研究，其中677位參與預測的部分，1645位經過全台灣地區以分層抽樣方式建立動作分測驗的常模。結果：動作分測驗相隔八週的再測信度為0.67，十個測驗項目的內部一致性為α=0.77-0.89。不同年級與不同班級的學童在測驗得分的表現上有顯著不同。可區辨不同的年級與班別。常模提供百分等級及直線和常態轉換之T分數。結論：本測驗具有中度信度的再測信度，十個測驗項目具良好的內部一致性，顯示本測驗具有良好的建構效度。另本測驗具有年級發展性與班別區辨性，可區辨不同的年級與班別。臨床意義：本測驗提供常模T分數與百分等級，可提供幼稚園與國小教師與輔導人員一快速評估學生塞本神經動作的功能。若配合「兒童認知功能綜合測驗」其他的分測驗，可瞭解學童的整體的認知功能全貌與不同功能間的相對強弱，以早期篩檢與診斷學習障礙或其他輕度發展遲緩的學童。

關鍵字

學習障礙 ； 神經動作 ； 不顯神經癥兆 ； 測驗編製

並列摘要

Purpose: To develop a short test of young children's neuromotor development (motor sub-test) as a part of the” general cognitive test battery” for diagnosing children with learning disabilities or other mild developmental delays. Methods: This motor sub-test's test items were collected and revised from review of literature. The test items, including the content, instruction and scoring criteria were standardized through group discussion and twice pilot studies. Two thousand three hundred and twenty two children of five to eight years of age participated in this study. Six hundred and seventy seven children participated in the pilot studies. One thousand six hundred and forty five children were sampled from kindergartens and primary school of north, mid and south of Taiwan to construct the norm. Results: Ten test items were standardized. The test-retest reliability over an eight-week interval was moderate, Intraclass Correlation Coefficient (ICC)=0.67. The internal consistency of the ten items was high, Cronbach's alpha coefficient=0.77-0.89. Furthermore, the total scores were significantly different across ages and among classes. The data from the children were used to construct the age- specific norm calculated with T score and percentile rank. Conclusions: This motor sub-test has moderate test-retest reliability and discriminative validity. This test can differentiate children of different ages and classes. The norm of this test can provide teachers with a quick reference of the children's performance against the performance of their peers.

並列關鍵字

Learning disability ； Neuromotor ； Neurological soft signs ； Test construction