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研究生: 陳玉珊
Yu-Shan Chen
論文名稱: 心智理論教學對增進國中聽覺障礙學生心智解讀能力及改善負向社交行為之研究
The Effects of Theory-of-Mind Teaching Program for Junior High School Students with Hearing Impairments on Mind-Reading and Negative Social Behaviors.
指導教授: 張蓓莉
Chang, Bey-Lih
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: 2014
畢業學年度: 103
語文別: 中文
論文頁數: 142
中文關鍵詞: 心智理論教學聽覺障礙學生心智解讀社交技巧負向社交行為
英文關鍵詞: theory-of-mind teaching program, students with hearing impairments, mind-reading, social skills, negative social behaviors
論文種類: 學術論文
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  • 本研究主要目的在探討國中聽覺障礙學生接受九週的心智理論教學後,對增進其心智解讀能力及改善負向社交行為之成效,以兩名就讀於某國中普通班九年級心智解讀能力不佳及具有負向社交行為之聽覺障礙學生為研究對象,研究方法採單一受試實驗設計研究中之跨行為多探試實驗設計方式。教學研究者分別以視覺分析與C統計考驗分析心智理論測驗與心智理論單元評量結果、及負向社交行為頻率。訪談學生導師及同儕瞭解研究對象在心智理論教學介入前後其負向社交行為表現,以及心智理論教學的社會效度。
    本研究主要結果如下:
    一、心智理論教學介入後,研究對象的心智解讀能力有明顯的進步,且能繼續維持。
    二、心智理論教學介入後,研究對象能明顯降低負向社交行為,且能繼續保持。
    三、研究對象之導師與同儕肯定心智理論教學能改善負向社交行為。

    The purpose of this study mainly aimed at exploring the effects of the nine weeks of theory-of-mind teaching program on the changes of mind-reading and negative social behaviors among junior high school students with hearing impairments. The participants were two nine-grade students of junior high school with hearing-impairments, poor mind-reading ability and negative social behaviors in a regular classroom with resource programs. The study proceeded in the way of taking multiple probe design across behaviors of the single subject experimental design. The researcher tested visual analysis and C statistical analysis on the theory-of-mind test, theory-of-mind unit assessments, and the frequency of negative social behaviors. In addition, the researcher interviewed participants' teachers and classmates to understand participants' involvement in negative social behaviors before and after the theory-of-mind teaching program, and social validity of the theory-of-mind teaching program.
    The main results of the study were as follow:
    A.After the theory-of-mind teaching, all the participants demonstrated steady progress in mind-reading and continued to maintain.
    B.After the theory-of-mind teaching, all the participants significantly reduced the negative social behaviors, and continued to maintain.
    C.As part of the social validity, all the participating teachers and classmates confirmed the above conclusions and gave their full support for the theory-of-mind teaching program on reducing the negative social behaviors of junior high school students with hearing impairments.

    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 社交技巧相關研究 9 第二節 心智理論相關研究 15 第三節 心智理論教學相關研究 24 第三章 研究方法 29 第一節 研究設計與研究架構 29 第二節 心智理論教學方案設計 31 第三節 研究工具 41 第四節 研究對象 47 第五節 教學者 54 第六節 研究實驗階段 55 第七節 資料整理與分析 58 第四章 研究結果 61 第一節 心智理論教學對研究對象甲生之心智解讀能力及負向社交行 為效果分析 61 第二節 心智理論教學對研究對象乙生之心智解讀能力及負向社交行 為效果分析 82 第三節 綜合討論 103 第五章 結論與建議 107 第一節 結論 107 第二節 研究限制 109 第三節 建議 111 參考文獻 113 壹、中文資料 113 貳、英文資料 116 附錄 127 附錄一 心智理論評量單 127 附錄二 負向社交行為觀察記錄表 133 附錄三 訪談記錄表(教師版) 134 附錄四 訪談記錄表(同儕版) 135 附錄五 家長同意書 135 附錄六 各單元心智理論教學流程與內容 137

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