地板滾球課程介入對三位輕度智能障礙國中生身體協調功能之提升觀察紀錄

智能障礙國中生缺乏獨立生活的能力，日常生活功能仍須仰賴重要他人。因此培養智能障礙者具備日常生活功能所需的良好粗大動作是重要的。探討地板滾球課程介入對國中輕度智能障礙學生粗大動作功能之影響，以某國中兩名九年級、一名八年級就讀集中式特教班輕度智能障礙學生為研究受試者，採單一受試研究法A-B-A撤回設計，進行8週共24節的地板滾球課程。研究工具為「布魯茵克斯－歐西瑞斯基動作測驗第二版」，所得資料以視覺分析法和C統計考驗進行分析。結果地板滾球課程對全部的輕度智能障礙學生的身體協調能力有立即成效，對多數的輕度智能障礙學生的身體協調能力有維持成效；地板滾球課程對部份學生的力量與敏捷度有立即成效，對多數學生的力量與敏捷度有維持成效。未來研究建議課程介入時間拉長，增加研究效度與成效。

關鍵字

地板滾球；布魯茵克斯－歐西瑞斯基動作測驗第二版；粗大動作；智能障礙

並列摘要

Students with intellectual disability are significantly delayed than their peers in activity of daily living. Therefore, it is very important to train students with intellectual disability to improve gross motor skills for activity of daily living. Therefore, this study explored the influence of Boccia course intervention on mild intellectual disability student's gross motor. This study recruited three students in junior high school, one girl is 8^(th) grade and two boys are 9^(th) grade. The research method used single-subject A-B-A withdrawal experiment designs. Boccia course totally have 24 classes in 8 weeks. Research tools are Bruininks-Oseretsky Tests of Motor Proficiency. Data are analyzed through visual analysis and C statistical test. Boccia course has positive effect on body coordination of all intellectual disability students, and it has maintainable effect on two intellectual disability students, as well as positive effect on agility and strength of one intellectual disability student, and it has maintainable effect on two students. The duration of this study is modified duo to COVID-19, and it affected the research subject's performance. It was suggested that provide suitable strategy for different disability bstudents, and use multi-level instruction in class.