功能性動作訓練課程對國小學習障礙學生課堂注意力提升之研究

本研究旨在探討功能性動作訓練對國小學習障礙學生提升認知注意力之成效。採用跨受試多基線實驗設計的單一受試研究法，以三位國小四年級學習障礙學生為研究對象，接受為期5－6週，共16次介入課程安排，每次10分鐘將功能性動作訓練融入資源班數學補救教學時間。本研究以自編課堂專心注意行為觀察紀錄表分析受試者注意力成效，以視覺分析及C統計進行資料分析。在質性資料方面，研究者將教師訪談之回答内容，進行分析與整理，以瞭解受試者對於功能性動作訓練課程之介入效果是否能類化至普通班的課堂學習上。研究結果如下：（1）功能性動作訓練課程對國小資源班學習障礙學生課堂注意力具有立即與維持效果；（2）功能性動作訓練課程對國小資源班學習障礙學生課堂注意力行為表現具有在普通班中的類化遷移效果。相關研究結果討論與研究建議於文內呈現。

關鍵字

功能性動作訓練課程；課堂注意力；學習障礙

並列摘要

This study explored the effects of functional motion training on students with Specific Learning Disorders in the elementary school to enhance their attention in the class. Researcher adopted a single subject experimental design (multiple baseline design) and took three students with Specific Learning Disorders as study participants and received a 5~6 -week, 16-lesson, 10 minutes functional motion training. In this study, we analyzed the participants' attention by off- tasks classroom records during the experimental period. The data were analyzed but virtual analysis and C-statics. In qualities data, the researcher interviewed their teacher to understand whether they could maintain the effects of from resource classroom to regular classroom. The results were as follows: (1) The effects of teaching functional motion training, had significant immediate and reserved effects on improving the attention of students with Specific Learning Disorders. (2) The effects of teaching functional motion training had a class migration effect in the regular class on improving the cognitive attention of students with Specific Learning Disorders in the regular classrooms. Related research results discussion and research recommendations are presented in the text.