簡易檢索 / 詳目顯示

研究生: 張芷榕
Chang, Chih-Jung
論文名稱: 功能性動作訓練課程對高中資源班自閉症學生動作精練度之成效
The Effects of Functional Motor Training Courses on the Motor Proficiency for Students with ASD in the Resource Room of Senior High School
指導教授: 佘永吉
學位類別: 碩士
Master
系所名稱: 特殊教育學系
Department of Special Education
論文出版年: 2018
畢業學年度: 106
語文別: 中文
論文頁數: 129
中文關鍵詞: 功能性動作訓練課程動作精練度自閉症布魯茵克斯-歐西瑞斯基動作精練度第二版測驗
英文關鍵詞: functional motor training courses, motor proficiency, ASD, BOT-2
DOI URL: http://doi.org/10.6345/THE.NTNU.DSE.015.2018.F02
論文種類: 學術論文
相關次數: 點閱:228下載:71
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 自閉症者由於腦部神經受損影響動作功能,使得在許多動作表現明顯落後同年齡的一般學生,甚至動作技能缺陷已被認定是自閉症者的伴隨障礙之一,若藉由提升自閉症者的身體活動,也許就能改善動作能力的問題。
    本研究旨在探討功能性動作訓練課程對高中資源班自閉症學生動作精練度之成效。本研究採準實驗研究法,以立意取樣招收6位學生為實驗組,6位學生為對照組,實驗組除了接受平日體育課程外,研究者預計對實驗組進行持續12週,每週2次,每次50分鐘的功能性動作訓練課程;對照組僅接受平日體育課程。功能性動作訓練課程介入前、中與後,研究對象分別接受BOT-2簡易版的前測、中測與後測,測驗結果以SPSS for windows 23版統計分析,以獨立樣本t檢定考驗實驗組與對照組於BOT-2簡易版動作精練度及各項動作組合之前測、中測與後測分數有無顯著差異;以相依樣本t檢定考驗實驗組與對照組於BOT-2簡易版動作精練度及各項動作組合的前測、中測與後測分數有無顯著差異。
    研究結果顯示,實驗組與對照組在後測的動作精練度、敏捷度與力量分數達顯著差異,精細動作控制、手部協調、身體協調則無顯著差異;實驗組在前測與後測之間的動作精練度分數達顯著差異,前測與中測、中測與後測之間的動作精練度分數則無顯著差異,對照組在前測與中測、中測與後測、前測與後測的動作精練度分數則無顯著差異。研究結論為,功能性動作訓練課程能有效提升高中資源班自閉症學生的動作精練度。

    The motor skills of ASD are inferior to many of the students at the same age because of the brain defects. Actually, the defects of the motor skills have been identified as one of the disabilities of ASD. If we can improve the physical activity of ASD, their motor skills may be promoted.
    The study aimed to discuss the effect of functional motor training courses to the motor proficiency of the students with ASD in the resource room of senior high school. The study adopted quasi-experimental design, took 12 students with ASD in two senior high schools in Taoyuan City, recruited as research objects and divided into experimental and control groups consisted of 6 objects respectively. Besides the physical education classes in school, the experimental group took the functional motor training courses for 12 weeks, twice a week, 50 minutes at every turn; the control group only took the physical education classes in school. Both groups examined the BOT-2 before, during and after the intervention of the functional motor training courses. The statistics was conducted by SPSS for Windows 23 version and examined if the motor proficiency and every motor composite between pre-test, mid-test and post-test of experimental and control groups had significant difference through independent sample t test. Finally, through paired sample t test examined if the motor proficiency and every motor composite between pre-test, mid-test and post-test of experimental and control groups had any difference.
    The result indicated the score of post-test of motor proficiency and strength of the experimental and control groups reached the significant level after taking 9-week intervention of functional motor training courses. The score of motor proficiency between pre-test and mid-test, mid-test and post-test of the experimental group did not reach the significant level, while the score of motor proficiency between pre-test and post-test of the experimental group reached the significant level.
    Therefore, the study concluded that the functional motor training courses has positively improved motor proficiency for the students with ASD in the resource room of senior high school.

    中文摘要………………………………………………………………Ⅰ 英文摘要………………………………………………………………Ⅱ 目錄……………………………………………………………………Ⅳ 圖目錄…………………………………………………………………Ⅵ 表目錄…………………………………………………………………Ⅶ 第一章 緒論……………………………………………………………1 第一節 研究背景與動機…………………………………………1 第二節 研究目的與待答問題……………………………………4 第三節 名詞釋義…………………………………………………6 第二章 文獻探討………………………………………………………9 第一節 高中自閉症學生的特質…………………………………9 第二節 功能性動作訓練課程……………………………………17 第三節 布魯茵克斯-歐西瑞斯基動作精練度第二版測驗……26 第三章 研究方法……………………………………………………45 第一節 研究架構…………………………………………………45 第二節 研究對象…………………………………………………50 第三節 研究工具…………………………………………………55 第四節 研究程序…………………………………………………68 第五節 資料處理與分析…………………………………………70 第四章 結果與討論…………………………………………………71 第一節 功能性動作訓練課程對高中資源班自閉症學生精細動作控制之影響…………………………………71 第二節 功能性動作訓練課程對高中資源班自閉症學生手部協調之影響………………………………………75 第三節 功能性動作訓練課程對高中資源班自閉症學生身體協調之影響………………………………………79 第四節 功能性動作訓練課程對高中資源班自閉症學生敏捷度與力量之影響…………………………………83 第五節 綜合討論…………………………………………………87 第五章 結論與建議…………………………………………………93 第一節 結論………………………………………………………93 第二節 建議………………………………………………………95 參考文獻………………………………………………………………99 中文部份……………………………………………………………99 英文部份…………………………………………………………102 附錄……………………………………………………………………107 附錄一 教學教案………………………………………………107 附錄二 家長同意書……………………………………………126 附錄三 獎勵卡…………………………………………………128 附錄四 實驗日程表……………………………………………129

    中文部份
    Beery, K. E.原著,劉鴻香、陸莉譯訂(1997/1997):《拜瑞—布坦尼卡 視覺—動作統整發展測驗實施、評分及教學手冊》。台北:心理出版社。
    丁凡(譯)(2008):破牆而出:我與自閉症、亞斯伯格共處的日子(S. Shore著:Beyond the wall: personal experiences with autism and asperger syndrome)。臺北:心靈工坊。
    十二年國民基本教育身心障礙相關之特殊需求領域課程綱要(草案)(2017):2018年7月22日,取自國家教育研究院,網址https://www.naer.edu.tw/ezfiles/0/1000/img/67/135571591.pdf。
    王南凱、吳岱穎、鄒國蘇、黃宜靜、郭冠良、吳逸帆、陳建志(2013): 淺談自閉症類群障礙。北市醫學雜誌,10(3),173-181。
    江欣怡(2013):自閉症孩童的抑制性控制問題與改善。科學發展,491,74-75。
    吳雪玉、廖華芳、王湘慧(2003):皮巴迪動作發展量表第二版於發展障礙兒童與腦性麻痺兒童之信度。中華民國物理治療學會第廿八屆年會暨第四十七屆學術研討會。
    李依恬、李郁琦、邱勇翰、吳晏慈(2017):系統性文獻回顧:學齡期自閉症類群障礙兒童的動作障礙及其與社交溝通缺損之相關性。物理治療,42(3),211-227。doi:10.6215/FJPT.201709_42(3).0002
    李曜全(2007):台灣兒童動作評估測驗之信效度分析與常模建立(碩士論文)。取自華藝線上圖書館系統。(系統編號U0013-2806200614425200)doi:10.6830/CMU.2007.00097
    汪宜霈、王志中(2009):模擬騎乘活動應用於唐氏症兒童之療效研究。職能治療學會雜誌,27(1),51-65。doi:10.6594/JTOTA.2009.27(1).05
    周台傑(1999):簡明知覺-動作測驗。台北市:心理出版社股份有限公司。
    周詩潔、蔡文哲、丘彥南、陳麗秋(2017):學齡期自閉症兒童的動作困難和情緒行為問題對其適應性行為表現的影響。物理治療,42(2),191-192。doi:10.6215/FJPT.2017.73.P49
    林軒如、林克忠、吳菁宜、許瑋丹(2007):修正式侷限-誘發動作療法應用於非對稱性動作障礙腦性麻痺兒童之療效:伸臂動作之運動學分析與臨床評估。臺灣職能治療研究與實務雜誌,3(1),19-29。doi:10.6534/jtotrp.2007.3(1).19
    邱千綺、林巾凱(2015):四到六歲構音障礙兒童口腔動作和動作表現相關性。障礙者理解半年刊,14(1),1-24。doi:10.6513/TJUID.2015.14(1).1
    柯嘉銘(2008):適應體育游泳課程對自閉症學生減少問題行為之研究(未出版之碩士論文)。臺北巿立教育大學,臺北巿。
    美國精神醫學會(2013):DSM-5精神疾病診斷準則手冊(台灣精神醫學會譯)。新北市:合記圖書出版社。
    張正芬(2013):身心障礙及資賦優異學生鑑定辦法說明(拾貳、自閉症學生鑑定辦法說明)。2018年1月14日,取自身心障礙及資賦優異學生鑑定辦法說明,網址http://iweb.ntnu.edu.tw/spe/identify2014/。
    教育部特殊教育通報網(2018)。106學年度一般學校各縣市特教類別學生數統計。2018年1月14日,取自教育部特殊教育通報網,特殊教育統計網址https://www.set.edu.tw/Stastic_WEB/sta2/stuA_city_All_spckind.asp
    曹雅茜、楊熾康(2009):遊戲式CAI教學方案對提升國小高功能自閉症學童動作能力之研究。東臺灣特殊教育學報,11,129-151。
    章秉純、徐如維(2017):簡述「自閉症類群障礙症」之診斷、臨床特徵與病因學研究。臨床醫學月刊,79(3),158-162。doi:10.6666/ClinMed.2017.79.3.029
    陳品華(2013):ADHD兒童使用數位遊戲Wii訓練後之協調平衡能力探討。安泰醫護雜誌,19(2),47-69。
    陳虹伊(2009):功能性構音障礙兒童的動作能力:比較第二版布魯茵克斯-歐西瑞斯基動作精練度評量工具與兒童動作評估測驗(碩士論文)。取自華藝線上圖書館系統。(系統編號U0026-0812200915354922)
    曾怡真、蘇瑞雲、林裕晴(2008):結合A型肉毒桿菌毒素注射與改良式侷限誘發動作治療於痙攣型半側偏癱腦性麻痺台灣兒童之療效:病例報告。台灣復健醫學雜誌,36(2),119-125。doi:10.6315/2008.36(2)07
    黃惠姿、林銘泉(譯)(2006):愛上小雨人:自閉症參與融合教育完全手冊(原作者:Paula Kluth)。臺北市:心理。
    黃湘鈴、藍瑋琛(2012):普通班融合教育情境中對泛自閉症學生之教學策略。國教新知,59(4),15-25。doi:10.6701/TEEJ.201212_59(4).0002
    黃覺誼、楊秀珠(2010):自閉症學生參與適應體育成效之探討。休閒與社會研究,2,69-84。
    楊琇晴(2007):自閉症兒童伸手抓握動作與視覺依賴之探討(碩士論文)。取自華藝線上圖書館系統。(系統編號U0026-0812200913573116)
    劉文瑜、陳怡蓁、彭曼筠、黃維彬、林燕慧、連恒裕(2010):發展性舞蹈運動訓練對於發展障礙兒童的動作精練程度之影響:可行性報告。物理治療,35(1),51-59。
    劉芯綺、黃崇儒(2016):運動介入自閉症類群之文獻回顧。臺灣運動心理學報,16(2),123-144。doi:10.6497/BSEPT2016.1602.07
    潘介玉(2014):發展遲緩兒童動作技巧與感覺處理能力之關係探討 (未出版之碩士論文)。國立臺北護理健康大學,臺北市。
    蔡宛婷(2016):電腦化繪圖測驗與動作協調標準化評估工具之相關性探討-以學齡前兒童為初探對象(碩士論文)。取自華藝線上圖書館系統。(系統編號U0011-1008201618464600)
    衛生福利部(2018)。身心障礙人數按障礙及等級分。2018年1月14日,取自衛生福利部統計處,網址https://dep.mohw.gov.tw/DOS/lp-2976-113.html
    鄧佳宜、胡心慈、張正芬(2015):關注動作問題對於自閉症者早期療育的幫助。特殊教育季刊,137,21-29。doi:10.6217/SEQ.2015.137.21-29
    盧台華(2013):新修訂完成高中教育階段特殊教育課程綱要(主編序)。2018年1月14日,取自教育部優質特教發展網路系統暨教學支援平台,網址http://sencir.spc.ntnu.edu.tw/site/c_principle_003/index/process_t_key/212/mode_t_key/-1/data_t_key/-1/code/005/kind_code/001。
    龍綺汶(2009):唐氏症兒童與青少年知覺動作表現的特性(碩士論文)。取自華藝線上圖書館系統。(系統編號U0011-0308200912352200)doi:10.6832/KMU.2009.00008
    謝凱玟、潘倩玉(2011):泛自閉症障礙學生動作能力發展及其相關改善策略之探討。中華體育季刊,25(1),71-81。doi:10.6223/qcpe.2501.201103.2108
    謝凱玟、蔡佳良、朱嘉華、蔡俊賢、潘倩玉(2012):泛自閉症障礙兒童之粗大動作發展與身體活動型態。大專體育學刊,14(2),170-179。doi:10.5297/ser.1402.004
    鍾宜橋、許柏仁、潘倩玉(2016):複合式直排輪課程對高職智能障礙學生體適能與動作技巧之影響。體育學報,49(2),209-221。doi:10.3966/102472972016064902007
    顏秀吉、蔡豐任、蔡葉榮(2013):自閉症兒童對步態異常之探討。國北教大體育,7,114-119。doi:10.6659/NTUEPE.2013.7.114

    英文部份
    Abu-Dahab, S. M., Skidmore, E. R., Holm, M. B., Rogers, J. C., & Minshew, N. J. (2013). Motor and tactile-perceptual skill differences between individuals with high-functioning autism and typically developing individuals ages 5–21. Journal of autism and developmental disorders, 43(10), 2241-2248.
    Adrien, J. L., Lenoir, P., Martineau, J., Perrot, A., Hameury, L., Larmande, C., & Sauvage, D.(1993). Blind ratings of early symptoms of autism based upon family home movies. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 617-626. doi:10.1097/00004583-199305000-00019
    Aksay, E., & Alp, A. (2014). The effects of a physical activity rehabilitation program on the motor skills and physical performance of children with autism spectrum disorder movement therapy and ASD. International Journal of Academic Research Part B, 6(1), 12-19.
    Ashleigh, H., Deirdra, M., & Cynthia, F. (2011). A pilot study: Shortterm reduction in salivary cortisol following low level physical exercise and relaxation among adolescents and young adults on the autism spectrum. Stress and Health, 27, 395-402.
    Baranek, G. T. (1999). Autism during infancy: A retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. Journal of Autism and Developmental Disorders, 29 (3), 213-224. doi:10.1023/A:1023080005650
    Bar-Haim, Y., & Bart, O. (2006). Motor function and social participation in kindergarten children. Social Development, 15, 296-310. doi:10.1046/j.1467-9507.2006.00342.x
    Bruininks, R. H., Bruininks, B. D. (2005). Bruininks-Oseretsky Test of Motor Proficiency Second Edition Manual. Minneapolis: AGS publishing.
    Buck, S., Hillman, C., & Castelli, D. (2008). The relation of aerobic fitness to stroop task performance in preadolescent children. Medicine & Science in Sports & Exercise, 40, 166-172.
    Cattaneo, L., Fabbri-Destro, M., Boria, S., Pieraccini, C., Monti, A., Cossu, G., & Rizzolatti, G. (2007). Impairment of actions chains in autism and its possible role in intention understanding. Proceedings of the National Academy of Sciences of the United States of America, 104(45), 17825-17830. doi:10.1073/pnas.0706273104
    Chawarska, K. & Volkmar, F. R. (2005). Autism in infancy and early childhood. In F. R. Volkmar, R. Paul, A. Klin, D. Cohen (ed. ), Handbook of Autism and Pervasive Developmental Disorders. (3rd ed.). N. J. : John Wiley.
    Chaziuddin, M., Butler, E., Tsai, L., & Ghaziuddin, N. (1994). Is clumsiness a marker for asperger syndrome? Intellectual Disability Research, 38, 519-527.
    Cliff, D. P., Okely, A. D., Smith, L. M., & Mckeen, K. (2009). Relationships between fundamental movement skills and objectively measured physical activity in preschool children. Pediatric Exercise Science, 21, 436-449.
    Demsky, Y., Carone Jr, D. A., Burns, W. J., & Sellers, A. (2000). Assessment of visual-motor coordination in 6-to 11-yr.-olds. Perceptual and Motor Skills, 91(1), 311-321.
    Dewey, D., Cantell, M., & Crawford, S. G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and ⁄ or attention deficit hyperactivity disorder. Journal of The International Neuropsychological Society, 13, 246-256. doi:10.1017/S1355617707070270
    Ehlers, S., & Gillberg, C. (1993). The epidemiology of Asperger Syndrome: A total population study. Journal of Child Psychology and Psychiatry, 34, 1327-1350.
    Feder, K., Majnemer, A., & Synnes, A. (2000). Handwriting: Current trends in occupational therapy practice. Canadian Journal of Occupational Therapy, 67(3), 197-204.
    Filipek, P. A., Accardo, P. J., Ashwal, S., & Baranek, G. T. (2002). Practice parameter: Screening and diagnosis of autism. The Exceptional Parent, 32(10), 50-54.
    Folio, M. R., & Fewell, R. R. (2000). Peabody developmental motor scales: Examiner's manual. Pro-ed.
    Ghaziuddin, M., & Butler, E. (1998). Clumsiness in autism and Asperger syndrome: a further report. Journal of intellectual disability research, 42(1), 43-48. doi:10.1046/j.1365-2788.1998-00065.x
    Green, D., Baird, G., & Barnett, A. L. (2002). The severity and nature of motor impairment in asperger's syndrome: a comparison with specific developmental disorder of motor function.Journal of Child Psychology and Psychiatry, 43, 655-668. doi:10.1111/1469-7610.00054
    Henderson, S. E., & Sugden, D. A. (1992) Movemcnt Assessment Battery for Children. London: The Psychological Corporation.
    Hillman, C. H., Buck, S. M., Themanson, J. R., Pontifex, M. B., & Castelli, D. M.(2009). Aerobic fitness and cognitive development: Event-related brain potential and task performance indices of executive control in preadolescent children. Developmental Psychology, 45, 114-129.
    Houwen, S., Hartman, E., & Visscher, C. (2008). Physical activity and motor skills in children with and without visual impairments. Medicine and Science in Sport and Exercise, 41, 103-109.
    Houwen, S., Visscher, C., Hartman, E., & Lemmink, K. A. P. M. (2007). Gross motor skills and sports participation of children with visual impairments. Research Quarterly for Exercise and Sport, 78, 16-23.
    Jaakkola, T., Kalaja, S., Liukkonen, J., Jutila, A., Virtanen, P., & Watt, A. (2009). Relations among physical activity patterns, lifestyle activities, and fundamental movement skills for Finnish students in grade 7. Perceptual and Motor Skills, 108, 97-111.
    Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
    Kulp, M. T., & Sortor, J. M. (2003). Clinical value of the Beery visual-motor integration supplemental tests of visual perception and motor coordination. Optometry & Vision Science, 80(4), 312-315.
    Liao, H. F. (2002). Relations between balance function and gross motor ability in children developing typically. 物理治療, 27(5), 221-230.
    Lochbaum, M., & Crews, D. (2003). Viability of cardiorespiratory and muscular strength programs for the adolescent with autism. Complementary Health Practice Review, 8, 225-233.
    Lopata, C., Hamm, E. M., Volker, M. A., & Sowinski, J. E. (2007). Motor and visuomotor skills of children with Asperger's disorder: Preliminary findings. Perceptual and Motor Skills, 104, 1183-1192.
    Lord, C. (1995). Follow-up of two-year-olds referred for possible autism. Journal of Child Psychology and Psychiatry, 36, 1365-1382.
    Mandelbaum, D. E., Stevens, M., Rosenberg, E., Wiznitzer, M., Steinschneider, M., Filipek, P., & Rapin, I. (2006). Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ. Developmental medicine and child neurology, 48(1), 33-39.
    Manjiviona, J., & Prior, M. (1995). Comparison of Asperger syndrome and high-functioning autistic children on a test of motor impairment. Journal of Autism and Developmental Disorders, 25, 23-39.
    Ming, X., Brimacombe, M., & Wagner, G. C. (2007). Prevalence of motor impairment in autism spectrum disorders. Brain and Development, 29, 565-570.
    Miyahara, M., Tsujii, M., Hori, M., Nakanishi, K., Kageyama, H., & Sugiyama, T. (1997). Brief report: motor incoordination in children with Asperger's syndrome and learning disabilities. Journal of Autism and Developmental Disorders, 27, 595-603.
    Myles, B. S., & Simpson, R. L. (1998). Asperger Syndrome: A guide for educators and practitioners. Austin, TX: PRO-ED.
    Myles, B. S., & Simpson, R. L. (2003). Asperger Syndrome: A guide for educators and parents.(2nd ed). U.S. Texas.
    Ozonoff, S., Young, G. S., & Goldring, S. (2008). Gross motor development, movement abnormalities, and early identification of autism. Journal of Autism and Developmental Disorders, 38, 644-656. doi:10.1007/s10803-007-0430-0
    Pan, C. Y. (2008). School time physical activity of students with and without autism spectrum disorders during PE and recess. Adapted Physical Activity Quarterly, 25, 308-321.
    Pan, C.-Y., Tsai, C.-L., & Chu, C.-H. (2009). Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity disorder. Journal of Autism and Developmental Disorders, 39(12),1694-1705.
    Piek, J. P., Bradbury, G. S., Elsley, S. C., & Tate, L. (2008). Motor Coordination and Social-Emotional Behaviour in Preschool-aged Children. International Journal of Disability Development and Education, 55(2), 143-151. doi:10.1080/10349120802033592
    Pinedad(2005). EEG evidence for mirror neuron dysfunction in autism spectrum disorders. Cognitive Brain Research, 24(2), 190-198.
    Pitetti, K. H., Rendoff, A. D., Grover, T., & Beets, M. W. (2007). The efficacy of a 9-month treadmill walking program on the exercise capacity and weight reduction for adolescents with severe autism. Journal of Autism and Developmental Disorders, 37, 997-1006.
    Provost, B., Heimerl, S., & Lopez, B. R. (2007). Levels of gross and fine motor development in young children with autism spectrum disorder. Physical and Occupational Therapy in Pediatrics, 27, 21-36.
    Raudsepp, L., & Päll, P. (2006). The relationship between fundamental motor skills and outside-school physical activity of elementary school children. Pediatric Exercise Science, 18, 426-435.
    Richler, J., Bishop, S., Kleinke, J., & Lord, C. (2007). Restricted and repetitive behaviors in young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 73-85.
    Rogers, S., Hepburn, S. L., Stackhouse, T., & Wehner, E. (2003). Imitation performance in toddlers with autism and those with other developmental disorders. Journal of Child Psychology and Psychiatry, 44, 763-781.
    Sowa, M. , & Meulenbroek, R. (2012). Effects of physical exercise on autism spectrum disorders: a meta-analysis. Research in Autism Spectrum Disorders, 6(1), 46-57.
    Stallings, L. M. (1973). Motor skills: development and learning. WC Brown Company.
    Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. Journal of Autism and Developmental Disorders,40(2), 209-217.
    Stone, W. L., Ousley, O.Y., Littleford, C. (1997). Motor imitation in young children with autism: what's the object? Journal of Abnormal Child Psychology, 25, 475-485.
    Su, C. I., Huang, M. H., & Wuang, Y. P. (2012). Movement performance and sensory integration in school-aged children with learning disabilities. 職能治療學會雜誌, 30(1), 87-104. doi:10.6594/JTOTA.2012.30(1).05
    Szatmari, P., Tuff, L., & Finlayson, M. A. (1990). Asperger's syndrome and autism: differences in behavior, cognition, and adaptive functioning. Journal of the American Academy of Child & Adolescent Psychiatry, 29, 130-136. doi:10.1097/00004583-199001000-00021
    Tantam, D. (1991). Asperger syndrome in adulthood. Autism and Asperger syndrome, 147,147-183.
    Teitelbaum, P., Teitelbaum, O., Nye, J., Fryman, J., & Maurer, R. G. (1998). Movement analysis in infancy may be useful for early diagnosis of autism. Psychology, 95(23),13982-13987. doi:10.1073/pnas.95.23.13982
    Todd, T. & Reid, G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21, 167-176.
    Ulrich, D. A. (2000). TGMD 2–Test of gross motor development examiner’s manual. Austin TX: PRO-ED, 2.
    Vandereijcken, W., Hoogduin, C. A. L., & Emmelkamp, P. M. G. (2008). Handboek Psychopathologie Deel 1: Basisbegrippen. Houten: Bohn Stafleu Van Loghum.
    Wang, Z., Magnon, G. C., White, S. P., Greene, R. K., Vaillancourt, D. E., & Mosconi, M. W. (2015). Individuals with autism spectrum disorder show abnormalities during initial and subsequent phases of precision gripping. Journal of neurophysiology, 113(7), 1989-2001.
    Whyatt, C. P., & Craig, C. M. (2012). Motor skills in children aged 7–10 years, diagnosed with autism spectrum disorder. Journal of autism and developmental disorders, 42(9), 1799-1809.
    Williams, H. G., Pfeiffer, K. A., O’Neill, J. R., Dowda, M., Mclver, K. L., Brown, W. H., et al. (2008). Motor skill performance and physical activity in preschool children. Obesity, 16(6), 1421-1426.
    Wrotniak, B. H., Epstein, L. H., Dorn, J. M., Jones, K. E., & Kondilis, V. A. (2006). The relationship between motor proficiency and physical activity in children. American Academy of Pediatrics, 118, e1758-e1765.

    下載圖示
    QR CODE