音樂治療對重度智能障礙學童行為成效之研究

The Behavioral Effectiveness of Music Therapy on Schoolchild with Severe Mental Retardation

詹小秋(Hsiao-chiu Chan)

指導教授 ： 胡月娟

中臺科技大學/護理學院/護理研究所/碩士(2011年)

https://doi.org/10.6822/CTUST.2011.00071

摘要

本研究目的在針對智能障礙學童的特質與需求，規劃一系列的音樂治療活動，探討音樂治療活動對重度智能障礙學童行為的成效。本研究採單一個案重複性測量之類實驗性研究，以台中市某一國小四年級資源班智能障礙學生一名為研究對象，進行每週一次，每次30分鐘，為期12週的音樂治療活動。成效評量使用「修訂中華適應行為量表」中小學題本，作為前測及每週一次後測共12週為主要量性分析，另輔以音樂活動課程計畫表、攝影機、訪談等作為質性觀察記錄，以評估音樂治療對智能障礙學童行為的成效。本研究結果如下：一、量性方面，學童過動傾向、情緒不穩的徵象、拒絕指導及邀請或命令、應對失態等不適行為大都獲得改善；其次有音樂治療介入時，學童α腦波能量上升。二、質性方面，本研究之音樂活動，對於智能障礙學童不適行為及發展有明顯成效：例如增進學童自信心、語言表達、肢體發展、人際溝通與提升睡眠品質。另外，由音樂治療師與家長訪談回饋結果，亦支持本研究之成效。本研究結果將能作為護理人員及早期療育機構，在智能障礙兒童照護及衛教之參考，以促進照顧者及家屬處理智能障礙兒童行為問題，也能提昇護理專業對音樂治療的省思，及其於臨床護理之應用，以提升照護品質。

關鍵字

行為成效 ； 智能障礙學童 ； 音樂治療

並列摘要

The purpose of this study was to focus on the need of schoolchild with severe mental retardation and design a series of comprehensive musical activities, then to investigate the behavioral effectiveness of music therapy on schoolchild with severe mental retardation.Purposive sampling is used in this study. A fourth-grade student with severe mental retardation in ane Taichung elementary school was recruited. The protocol is music therapy implemented 30 minutes each time once a week for 12 weeks. Revised Adaptive Behavioral Scale Chinese Version for elementary school student was used to evaluate the effectiveness of music therapy. Pre-test and post-test once a week for 12 weeks were the quantitative analysis. Additionally, musical activites and video recording were used to gather supplementary data. This study was a single case repeated measurement quasi-experimental design. Music therapy is an independent variable, personal/ individual maladaptive behavior, EEG, interviews and video recording were dependent variables. The results of this study were described as follows.In the aspect of quantitative analysis, hyperactive schoolchild with signs of emotional instability refused an invitation or command guidance and reacted to malpractice were all improved; followed by a music therapy intervention in schoolchild, α brain wave energy increased. In addition, music activities had significant effects for mentally retarded schoolchild with inappropriate behavior and behavioral development; further, schoolchild could enhance self-confidence, language competence, physical development, interpersonal communication and improve sleep quality.The feedback and interviews from teachers and parents, also supported the results.The results of this study are good references for nursing staff and early intervention agencies to care children with severe mental retardation and planed health teachings. Furthermore, this study can facilitate caregivers and families to handle the behavioral problems of schoolchild with severe mental retardation, promote the application in clinical practice, and improve the quality of nursing care.
Keywords：Music Therapy, Mental Retardation Schoolchild, Behavioral Effectiveness

並列關鍵字

Music Therapy ； Behavioral Effectiveness ； Severe Mental Retardation

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