A Study of Improving the Social Competence of Developmentally Delayed
Young Children in Remote Areas Using Sensorimotor Plays
Abstract
As the early intervention resources are scarce in remote areas, school teachers are the most direct and easily accessible sources of early intervention services for developmentally delayed students living in these areas. Based on an educational action research approach, this study selected focused on a student with delayed development and used sensorimotor plays to gradually enhance the student’s social competence through constant reflection, modification, and improvement of the play activity.
The aims of this study were to:
1. Increase developmentally delayed young children’s interactions with other children and social skills in the play activity;
2. Design sensorimotor plays that can help enhance the social competence of developmentally delayed young children;
3. Explore feasible strategies for developing sensorimotor plays that can help enhance the social competence of developmentally delayed young children; 4. Provide some suggestions on modification and improvement of the play
activity.
In this research, the researcher first set up goals of the play and strategies for implementing the activity based on the type of sensory inputs needed by the student. The researcher observed and recorded the social interactions of the student throughout the activity. After the activity, the researcher reflected upon the results and discussed with the co-teacher to modify the play activity. Finally, the researcher re-execute the activity and extended it to other activities to hopefully help improve the social interactive skills of other developmentally delayed young children.
Keywords: developmentally delayed young children, sensorimotor play, social competence
I
II
III
VI
VII
1 1 4 裏
8 8 1裏 18 饋饋
30 30 30 48
63 7饋 78 83 9饋 99
106
110 118
1饋饋 1饋3 1饋4 1饋6 1饋8 130
136 137 138 140
1-1 6 3-1 31 3-饋 34 3-3 36 3-4 37 3-裏 38 3-6 39 3-7 40 3-8 41 3-9 4饋 3-10 43 3-11 44 3-1饋 4裏 3-13 46 3-14 47 3-1裏 裏1 3-16 裏饋 3-17 裏9 3-18 裏9 4-1 104
饋-1 9 饋-饋 饋8 3-1 裏0 3-饋 6饋 4-1 63 4-饋 66 4-3 68 4-4 70 4-裏 70 4-6 71 4-7 73 4-8 7裏 4-9 77 4-10 79 4-11 81 4-1饋 81 4-13 8饋 4-14 84 4-1裏 86 4-16 86 4-17 87 4-18 88 4-19 90
4-饋1 91 4-饋饋 93 4-饋3 93 4-饋4 94 4-饋裏 94 4-饋6 94 4-饋7 96 4-饋8 96 4-饋9 97 4-30 97 4-31 98 4-3饋 98
2008 2000 1993 2006 2000
1992 2010 accessibility 2007 2008 1襁 2襁 3襁 4襁 5襁
2009 2001 2007 2001 2007 1999-2000 2009
(
1999璇
( 1991 1999 1998 Atweh, Kemmis, &
Weeks, 1998璇
Dodge 1983 1985
2011 2003 1-1
1-1 2010 2006 2010
2007
Kranowitz, 1998 Pfeifer Scheier, 1997 1 2 3 4 5 6 7 8 Diamond, 2000 Kranowitz 1998 2-1
-資料來源：Kranowitz 1998 48
2-1
Kranowitz 1998 48 2006
2008 Ayres 1979 2006 Smilansky 1968 Sotton-smith 1997
2009 Clark, Parham, & Mailloux, 1989 ;Koomar & Bundy, 1991
2008 2009 Kranowitz
Ayres , 2005 1999 2000 1994 1994 1994 1991 1998 2004 2008 2011 2008
2006; Matin & Fabes, 2001 2004 2003 2008 2003 1990 Ayres 1972 1979 1994 1998 2007
2009 2009
2006
Piek, 2005 Poulsen, 2007
Dunn, 1997
(Miller, Anzalone, Lane,
Cermak, Osten, 2007璇
,
Ayres, 1979; Bar-Shalita, Vatine, & Parush, 2008; Bundy, 2002; Cohn, Miller, & Tickle - Degnen, 2000; Dunn, 1997, 1999, 2001 Bender 1995
1999
2006
2000
Linderman & Stewart 1999 2 3 4
2006 Kwass 1992 3襁5
2005
2002 3 3 5
Cosbey, Johnston, & Dunn, 2008
Bundy, 2007; Dunbar, 1999
Missiuna, Rivard, & Bartlett, 2006
2005 Green, Baird, & Sugden, 2006
1 2 3 4 5 6 7 2003 2005 2005
2010
3-6
2008
1996 2004 2006 1986 99-457 25%
IDEA child with a disability 2002 1襁 2襁 1 饋 3 4 裏 ( 2000璇 Guralnick(1995) 4 6 ; Field 1980 4 裏 3 4 璇 2000
(2000璇
2002
2003 2010 2008 2003 2003
Rose-Krasnor 1997 2007
Ladd & Mize
1983 Hughes 1990
Gresham & Elliott 1984
2002
2007
Vygotsky 1978 2001 Corsaro, 1985 2007 1987 2007 Hartup 1979 Rubin 1980
Cicchetti, Toth, & Bush, 1988 2000 Rubin, Bukowski & Parker 1997
Johnson, Christie, & Yawkey, 1987; Bredekamp & Copple, 1997
Vygotsky 1978 Pellegrini 1992
2006 Vygotsky, 1978
Johnson, Christie, & Yawkey, 1987; Bredekamp & Copple, 1997
Connolly & Doyle, 1984
Vygotsky, 1978 Vygotsky
Fisher 1992 46 1993 Raver 1988 Fisher 1992 Guralnick 1995 1996 8
Duffy & Roehler, 1986
Atweh, Kemmis, & Weeks, 1998
2002 2000 2000 Elliott, 1992 McNiff,1995 Winter, 1995 2000 2001 reflective teaching Schon 1983 Elliot,1992
2-2
2000
3-1 3-1 1襁 饋襁 1饋0 3襁 裏 1襁 饋襁 80 裏 1襁 饋襁 100 7 1襁 饋襁 30 1 1襁 饋襁 3襁 7
~ 1 ~ 2 3 4 5 6 98/10/16 98/09~99/07 Piaget 1962 Smilansky 1968 Piaget
1992
2002 1襁 Functional Play
2襁 Constructive Play
3襁 Dramatic Play
4襁 Game with Rules
3-饋 123 2010 p25 61
Johnson, 1987 Johnson, 瀞hristie Yawkey,
1987, P1裏0 1992
1襁 Solitary Play
98/09/07 baby
98/09/饋裏
98/10/0裏 98/10/14
98
98襁11襁0裏
98/1饋/09
98
99襁01襁饋9
99襁0饋襁17
99/03/13
98/11/16
98 99 98 99 圖（一） 圖（二） 圖（三）
2000 3-2 2000
1986 2005 1 98/10/09 2 99/06/01 3 99/08/05 - 2007
3-1 | 160 160 150 150 140 140 130 130 120 120 110 110 100 100 90 90 80 80 70 70 60 60 50 50 40 40 65 67 61 79 58 58 55 55 55 66 65 65 43 10 20 10 3 3 2 5 1 15 3 3
3-1裏 130 98 饋 1饋0-1饋9 91 97 7 110-119 7裏 90 16 100-109 饋6 74 裏0 80-89 10 饋裏霈 16 70- 79 3 9 7 69 饋 饋 3-1 3-1裏 2004 2004 95 85 73
3-16 35 94.35 74 99.4 38 98.7 48 72.92 24 84.38 67 97.47 / 34 92.41 342 99.26
OK
~
WPPSI-R 2004 WPPSI-R
2005
2000
99/10/01 2003 2004 Yoder, Kaiser, Alpert. 1991 Odom Brown, 1993 2006 2009
3-17 99襁11襁16 13 00 13 00 13 00 13 00 3-18 2000 Elliot, 1979
2000 2001 think-description triangulation Elliott, 1991 2000 2000 Patton -1995
3-饋
4-1
4-1 1 饋 3 4
2006 2009
4-2
4-3
4-6
4-7
4-7
4-8
4-9
2004 , ,
4-10
4-11
4-13
4-11
4-12
4-14
4-15
4-17
4-18
YA YA
4-19 4-20 4-21 4-19
4-20 4-21
4-22 4-23 4-22 4-23 1999 2009 4-24 4-25 4-26 4-24 4-25 4-26
4-24 4-25 4-26
4-27
4-27
4-28
4-29
4-30
4-31
99/12/27
99/12/27 99/12/27 2010 2011
99/11/30 99/11/30 KTV 99/11/30 99/11/30
99/12/21
99/12/28
collaboration
饋00裏 10 饋010 9 裏 http婅//www襁caeip襁org襁tw/html/fhtml/index襁php説load=read摳id=47 1999 1993 饋 饋饋 饋 饋9-39 1998 16 16 16 16 109-1饋9 饋001 饋1 饋1 饋1 饋1 饋7-裏1 饋009 裏 裏裏 裏 1 1裏-饋裏 饋011 饋011 04 裏 http婅//ms1襁nhush襁tp襁edu襁tw/~disability/course饋饋襁html 饋010 饋010 10 裏 http婅//practice饋襁ncue襁edu襁tw/ezcatfiles/b007/img/img/419/99101 饋襁pdf 饋004
饋003 饋1 饋1 饋1 饋1 30-43 饋006 饋010 8 饋 http婅//www襁naer襁edu襁tw/pcontent/TeachActive/u_ActiveFrame襁asp説 id=1裏0摳ProgramID=1饋0 饋007
(饋00饋璇 IDEAIDEAIDEAIDEA 饋010 1饋
1 http婅//www襁ntcu襁edu襁tw/spc/aspc/6_ebook/pdf/9101/裏襁pdf 199饋 7 77 7 4裏-83 1991 饋001 199裏 饋003 饋010 10 10 http婅//101襁haleluya襁cc/c/document_library/get_file説p_l_id=4饋饋4 裏9摳folderId=饋003038摳name=DLFE-46饋1饋襁pdf 饋010 1饋 饋010 1饋 16 饋010 10 10 http婅//www襁tw襁org/newwaves/裏4/饋-1襁html 饋006 饋 饋饋 饋 17-4饋 饋010 -
饋008 9999 饋-3 饋00饋 1裏 1裏1裏 1裏 189-饋10 饋004 - -1999 饋饋饋饋 17-饋饋 饋007 饋010 10 10 http婅//www襁edu襁tw/files/list/S0001/960709襁doc 饋008 饋00裏 13 1313 13 1 1-饋7 饋000 饋003 饋9饋9 裏07-裏19 饋9饋9 饋006 - 饋010 03 饋6 http婅//gisapsrv01襁cpami襁gov襁tw/cpis/cprpts/NANTOU/NAN-瀞/瀞-DO瀞/ 1饋/1饋瀞襁doc 饋000 ----
饋011 01 01 http婅//www襁mdnkids襁com/specialeducation/ 饋010 饋003 117 饋006璇 --- -饋010 饋010 1饋 01 http婅//www襁mmh襁org襁tw/earlyintervention/index襁htm 饋001 饋006 饋010 03 饋6 http婅//www襁nhu襁edu襁tw/~society/e-j/裏7/裏7-38襁htm 饋004 饋006 饋00裏 1997 — 3饋 3饋3饋 3饋 84-97
饋00裏 饋009 11裏11裏11裏11裏 饋010 饋010 0饋 饋8 http婅//www襁caeip襁org襁tw/html/fhtml/index襁php説load=read摳id=487 饋003 KingNet 饋010 03 饋6 hospital襁kingnet襁com襁tw/free/quickqa-answer襁html説uid=饋裏6裏摳de_i d=10裏 1998 (饋007璇 饋006 饋008 --饋010 03 饋0 http婅//www襁caeip襁org襁tw/html/fhtml/index襁php説load=read摳id=364 饋004
饋006 饋010 饋010 1饋 01 http婅//www襁tiec襁tp襁edu襁tw/lt/gallery/71/71-3饋裏49襁ppt#饋裏6,1, 饋007 1饋0 1饋0 1饋0 1饋0 饋33-饋裏1 饋00裏 3 33 3 131-1裏1 饋00裏 1986 1010 11饋-113 1010 饋006 666-6---7777 饋00饋 14 14 14 14 1饋裏-144 饋000 1999 饋008 ~~~~ 饋011 04 0饋 http婅//blog襁yam襁com/cindybbh/article/141134饋4 饋000 6 66 6 609-6饋1 饋00裏
http婅//www襁caeip襁org襁tw/html/fhtml/index襁php説load=read摳id=饋63 (饋008璇 --- --饋010 08 01 http婅//www襁caeip襁org襁tw/html/fhtml/index襁php説load=read摳id=166 饋00饋 17171717 89-106 1994 饋饋饋 1-6 饋 饋009 饋001 1998 — 31313131 1111 饋9-36 饋000 饋004 3 33 3裏裏裏裏 饋3-46 饋000 11 91-108 199饋 37373737 111-131 饋003 3裏4 3裏4 3裏4 3裏4 裏6-63 饋009 饋010 1饋 01 http婅//tw襁myblog襁yahoo襁com/ot-ltt/article説mid=裏饋摳prev=裏3摳next=
http婅//www襁cthyh襁org襁tw/education/issue/preemy/68/pre68-03襁htm 1998 饋007 饋00裏 饋000 饋001 饋0饋0饋0饋0 171-191 (1996璇
American Psychiatric Association 1994 襁 Diagnostic and statistical
manual of mental disorders (4th ed襁璇襁 Washington, D瀞婅 Author襁 Anderson, J襁B襁 摳 Freiberg, H襁J襁 199裏 襁Using self-assessment as a
reflective tool to enhance the student teaching experience襁
Teacher Education Quarterly, 饋饋, 77 91襁
Ayres, A襁 J襁 1979 襁 Sensory integration and the child婅 Understanding
hidden sensory challenges襁 Los Angeles婅 Western Psychological Services襁
Atweh,B襁,Kemmis,S襁,摳 Weeks,P襁 (Eds襁璇 1998 Action research in
practice襁New York婅Routledge襁
Bar-Shalita, T襁, Vatine, J襁, 摳 Parush, S襁 饋008 襁Sensory modulation
disorder婅 A risk factor for participation in daily life activities襁
Developmental Medicine and 瀞hild Neurology,裏0, 93饋-937襁
Bundy, A襁 瀞襁 饋00饋 襁 Play theory and sensory integration襁 In A襁 瀞襁
Bundy, S襁 J襁 Lane, 摳 E襁 A襁 Murray Eds襁 , Sensory integration婅
Theory and practice,饋,饋饋7-饋40襁
Bundy, A襁 瀞襁, Shia, S襁, QI, L襁, 摳 Miller, L襁 J襁 饋007 襁 How does sensory
processing dysfunction affect play説 American Journal of
Occupational Therapy, 61, 饋01-饋08襁
瀞ohn, E襁, Miller, L襁 J襁, 摳 Tickle-Degnen, L襁 饋000 襁 Parental hopes
for therapy outcomes婅 瀞hildren with sensory modulation disorders襁
American Journal of Occupational Therapy, 裏4, 36-43襁
瀞osbey, J襁, Johnston, S襁, 摳 Dunn, M襁 L襁 饋008 襁 An examination of the social skills of children with sensory processing disorders襁
Manuscript submitted for publication襁
瀞hoate, J襁 S襁 饋004 襁 Successful inclusive teaching婅 Proven ways to
detect and correct special needs襁Boston, MA婅Pearson Education襁
瀞lark, F襁 A襁, Parham, P襁, 摳 Mailloux, Z襁 1989 襁 Occupational therapy
for children襁 St襁Louis, MO婅 Mosby襁
Diamond, A襁 饋000 襁瀞lose interrelation of motor development and
cognitive development and of the cerebellum and prefrontal
cortex襁瀞hild development,71 1 ,44-裏6襁
Dunbar, S襁 B襁 1999 襁 瀞ase report-A child箖s occupational performance婅
瀞onsiderations of sensory processing and family context襁 American
Journal of Occupational Therapy, 裏3, 饋31-饋3裏襁
Dunn, W襁 1997 襁 The impact of sensory processing abilities on the
daily lives of young children and their families婅 A conceptual
model襁 Infants and Young 瀞hildren, 9 4 , 饋3-饋裏襁
Duffy, G襁, 摳 Roehler, L襁 1986 襁 瀞onstraints onteacher change襁
Journal of Teacher Education,37 1 , 裏裏-裏8襁
Elliot, J襁 1991 襁 Action research for education change襁 Philadelphia婅
Open University Press襁
Field, T襁 1980 襁 Self, teacher, toy and peer-directed behaviors and
handicapped preschool children襁 In T襁 M襁 Field Ed襁 High-risk infants and children,313-3饋6襁 New York Academic Press襁
Green, D襁, Baird, G襁, 摳 Sugden, D襁 饋006 襁 A pilot study of psychopathology in developmentalcoordination disorder襁 瀞hild婅
瀞are, Health and Development, 3饋, 741-7裏0襁
Guralnick, M襁 J襁, 瀞onnor, R襁 T襁, Hammond, M襁, Gottman, J襁 M襁 摳 Kinnish , K襁 199裏 襁Immediate effects of mainstreamed settings
on the social interactions and social integration of preschool
children襁 American Association in Mental Retardadtion,100 4 ,
39裏-377襁
Hensen, K襁 T襁 1996 襁 Teachers as researches襁 In J襁 Sikula Ed襁 ,
Handbook of research on teacher education 饋nd 襁New York婅
Macmillan襁
Johnson, G襁 M襁 1997 襁 Perceptions of the effectiveness of
interventions for at-risk students婅 A survey of inner-city
school dministrators襁瀞anadian Journal of Education, 饋1 4 ,
44裏-4裏0襁
Kallen, E襁 1989 襁 label me human婅stigmatized minorities and human
rights in 瀞anada襁 Toronto婅 University of Toronto Press襁
Koomar,J襁,摳 Bundy,襁A 1991 襁Sensory integration婅 Theory and
practice襁Philadelphia婅F襁A襁Davies襁
Kranowitz, 瀞襁S襁 1998 襁The out-of-sync child Recognizing and coping
with sensory integration dysfunction襁New York The Berkley Publishing Group襁
Martin襁 瀞襁 L襁, 摳 Fabes, R襁 A襁 饋001 襁 The stability and consequences
of young children s same-sex peer interactions襁 Developmental
Psychology, 37 3 ,431-446襁
diagnosis襁Am J Occup Ther, 61 饋 ,13裏-140襁
Missiuna, 瀞襁, Rivard, L襁, 摳 Bartlett, D襁 饋006 襁 Exploring assessment tools and the target of intervention for children with developmental coordination disorder襁 Physical 摳 Occupational Therapy in Pediatrics, 饋6, 71-89襁
Pellegrini, A襁 D襁 199饋 襁 Ethological studies of the categorization
of children s social behavior in preschool婅 A review襁 Early
Education and Development, 3 4 , 饋84-饋97襁
Piek,J襁P襁,Dycka,M襁J襁,Neimana,A襁,Anderson,M襁,Haya,D襁,Smith,L襁M襁,Mc瀞 oy,M襁, Hallmayer,J襁 饋00裏 襁The relationship between motor coordination,executive functioning and attention in school aged children襁Archives of 瀞linical Neuropsychology,19,1063-1076襁 Poulsen,A襁A襁,Ziviani,J襁M襁, 瀞uskelly,M襁 饋007 襁Perceived freedom in
leisure and physical co-ordination ability Impact on out-of-school activity participation and life satisfaction襁
瀞hild 瀞are,Health and Development,33,43饋-440襁
Rose-Krasnor, L襁 1997 襁 The nature of social competence婅 A
theoretical review襁 Social Development,6, 111-13裏襁
Sotton-smith,B 1997 襁the ambiguity of play襁瀞ambridge, MA Harvard
University襁
Vygotsky, L襁 S襁 1978 襁 Mind in society婅 The development of higher
1襁 饋襁 3襁 饋0~30 1襁 饋襁
1襁 饋襁 3襁 4襁 裏襁
1襁 饋襁 3襁 A4 饋0~30 1襁 饋襁 3襁
1襁 饋襁 3襁 4襁 裏襁 6襁
饋0~30 1襁 饋襁
1襁
饋襁 3襁
饋 1襁 饋襁
1襁 饋襁
1襁 饋襁 10 1襁 饋襁 3襁 4襁
1襁 饋襁 3襁 4襁 裏襁
1襁 饋襁 裏~10
1襁
饋襁
1襁 饋襁 饋0~30
1襁 饋襁
1襁
饋 1襁 饋襁 3襁 4襁
3襁
4襁
饋 1襁 饋襁 3襁
1襁
饋襁
