請用此 Handle URI 來引用此文件：
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/33412完整後設資料紀錄
| DC 欄位 | 值 | 語言 |
|---|---|---|
| dc.contributor.advisor | 曾美惠(Mei-Hui Tseng) | |
| dc.contributor.author | Tien-Ni Wang | en |
| dc.contributor.author | 王湉妮 | zh_TW |
| dc.date.accessioned | 2021-06-13T04:39:09Z | - |
| dc.date.available | 2006-07-31 | |
| dc.date.copyright | 2006-07-31 | |
| dc.date.issued | 2006 | |
| dc.date.submitted | 2006-07-19 | |
| dc.identifier.citation | References
American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609-639. American Psychiatric Association. (1994). Motor skill disorder 315.40 Developmental coordination disorder. In Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Ayres, A. J., Mailoux, Z. L., & Wendler, C. L. W. (1987). Developmental dyspraxia: is it a unitary function? Occupational Therapy Journal of Research, 7, 93-110. Bouffard, M., Watkinson, E. J., Thompson, L. P., Dunn, J. L. C., & Romanow, S. K. E. (1996). A test of the activity deficit hypothesis with children with movement difficulties. Adapted Physical Activity Quarterly, 13, 61-73. Bruininks, R. H. (1978). Bruininks- Oseretsky Test of Motor Proficiency. Circle Pines, Minnesota: American Guidance Service. Cantell, M. H., Smyth, M. M., & Ahonen, T. P. (1994). Clumsiness in adolescence: Educational, motor, and social outcomes of motor delay detected at 5 years. Adapted Physical Activity Quarterly, 11, 115-129. Case-Smith, J., & Weintraub, N. (2002). Hand fucntion and developmentl coordination disorder. In S. A. Cermak & D. Larkin (Eds.), Developmental coordination disorder (pp. 157-171). Albany, NY: Delmar. Cermak, S. A. (1985). Developmental dyspraxia. In E. A. Roy (Ed.), Neuropsychological studies of apraxia and related disorders (pp. 225-248). Amesterdam: Elsevier. Cermak, S. A., Gubbay, S. S., & Larkin, D. (2002). What is developmental coordination disorder? In C. S. A. & L. D. (Eds.), Developmental coordination disorder (pp. 2-22). Albany, NY: Delmar Thomson Learning. Chia, S. H. (1997). The child, his family and dyspraxia. Professional Care of Mother & Child, 7, 105-107. Chow, S. M., & Henderson, S. E. (2003). Interrater and test-retest reliability of the Movement Assessment Battery for Chinese preschool children. American Journal of Occupational Therapy, 57, 574-577. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ Erlbaum. Coster, W. (1998). Occupation-centered assessment of children. American Journal of Occupational Therapy, 52(5), 337-344. Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. M. (1998). School Function Assessment. Boston, MA: Boston University. Crawford, S. G., Wilson, B. N., & Dewey, D. (2001). Identifying developmental coordination disorder: consistency between tests. Physical & Occupational Therapy in Pediatrics, 20, 29-50. Dewey, D., & Wilson, B. N. (2001). Developmental coordination disorder: what is it? Physical & Occupational Therapy in Pediatrics, 20, 5-27. Dunn, J. C., & Watkinson, E. J. (1996). Problems with identification of children who are physically awkward using the TOMI. Adapted Physical Activity Quarterly, 11, 150-157. Gillberg, C. (1998). Hyperactivity, inattention and motor control problems: prevalence, comorbidity and background factors. Folia Phoniatrica et Logopedica, 50, 107-117. Gillberg, C. (2003). Deficits in attention, motor control, and perception: a brief review. Archives of Disease in Childhood, 88, 904-910. Gillberg, I. C. (1985). Children with minor neurodevelopmental disorders: Nerological and neurodevelopmental problem at age 10. Developmental Medicine & Child Neurology, 27, 3-16. Gillberg, I. C., & Gillberg, C. (1989). Children with preschool minor neurodevelopmental disorders IV: Behavior and school achievement at age 13. Developmental Medicine & Child Neurology, 31, 3-13. Gillberg, I. C., Gillberg, C., & Gorth, J. (1988). Children with preschool minor neurodevelopmental disorders: Neurodevelopmental profiles at age 13. Developmental Medicine & Child Neurology, 31, 14-24. Grossman, H. J. (1983). Classification in mental retardation. Washingtom, DC: American Association on Mental Deficiency. Gubbay, S. S. (1975). Clumsy children in normal schools. Medical Journal of Australia. 1, 233-236. Gubbay, S. S. (1979). The clumsy child. In C. Rose (Ed.), Paediatric neurology (pp. 145-160). Oxford: Blackwell Scientific Gubbay, S. S. (1985). Clumsiness. In P. Vinken, G. Bruyn & H. Klawans (Eds.), Hnadbook of clinical neurology: Neurobehavioral disorders (Vol. 2(46), pp. 159-167). New York: Elsevier Science. Hay, J., & Missiuna, C. (1998). Motor proficiency in children reporting low levels of participation in physical activity. Canadian Journal of Occupational Therapy, 65, 64-71. Hellgren, L., Gillberg, C., Gillberg, I. C., & Enerskog, I. (1993). Children with deficits in attention, motor control and perception (DAMP) almost grown up: Genaral health at 16 years. Developmental Medicine and Child Neurology, 35, 881-892. Henderson, S. E., & Hall, D. (1982). Concomitants of clumsiness in young children. Developmental Medicine & Child Neurology, 24, 448-460. Henderson, S. E., & Sugden, D. A. (1992). Movement Assessment Battery for Children. London: Psychological Corporation. Hwang, J. L. (2005). The reliability and validity of the School Function Assessment-Chinese version. Occupational Therapy Journal of Research, 25, 44-54. Hwang, J. L., Nochajski, S. M., Linn, R. T., & Wu , Y. B. (2004). The development of the School Function Assessment - Chinese version for cross-culture use in Taiwan. Occupational Therapy International, 11, 26-39. Kadesjo, B., & Gillberg, C. (1999). Developmental coordination disorder in Swedish 7-year-old children. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 820-828. Kaplan, B. J., Crawford, S. G., Wilson, B. N., & Dewey, D. M. (1997). Comorbidity of developmental coordination disorder and different types of reading disability. Journal of the International Neuropsychological Society 3, 54. Kaplan, B. J., Wilson, B. N., Dewey, D. M., & Crawford, S. G. (1998). DCD may not be a discrete disorder. Human Movement Science, 17, 471-490. Lin, K. H., & Wu , S. K. (2002). Seven to eight year-old children with developmental coordination disorder in Taiwan. Formosan Jounral of Physical Therapy, 27, 238-248. Losse, A., Henderson, S. E., Elliman, D., Hall, D., Knight, E., & Jongmans, M. (1991). Clumsiness in children-do they grow out of it? A 10-year follow-up study. Developmental Medicine & Child Neurology, 33, 55-68. Maeland, A. F. (1992). Identification of children with motor coordination problems. Adapted Physical Activity Quarterly, 9, 330-342. Mandich, A. D., Polatajko, H. J., & Rodger, S. (2003). Rites of passage: understanding participation of children with developmental coordination disorder. Human Movement Science, 22, 583-595. Marchiori, G. E., Wall, A. E., & Bedlingfield, E. W. (1987). Kinematic analysis of skill acquisition in physically awkward boys. Adapted Physical Activity Quarterly, 4, 305-311. May-Benson, T., Ingolia, P., & Koomar, J. (2002). Daily living skills and developmental coordination disorder. In S. A. Cermak & D. Larkin (Eds.), Developmental coordination disorder (pp. 140-156). Albany, NY:: Delmar Thomson Learning. Miller, L. T., Missiuna, C. A., Macnab, J. J., Malloy-Miller, T., & Polatajko, H. J. (2001). Clinical description of children with developmental coordination disorder. Canadian Journal of Occupational Therapy, 68, 5-15. Rodger, S., Ziviani, J., Watter, P., Ozanne, A., Woodyatt, G., & Springfield, E. (2003). Motor and functional skills of children with developmental coordination disorder: a pilot investigation of measurement issues. Human Movement Science, 22, 461-478. Segal, R., Mandich, A., Polatajko, H., & Cook, J. V. (2002). Stigma and its management: a pilot study of parental perceptions of the experiences of children with developmental coordination disorder. American Journal of Occupational Therapy, 56, 422-428. Smits-Engelsman, B. C., Wilson, P. H., Westenberg, Y., & Duysens, J. (2003). Fine motor deficiencies in children with developmental coordination disorder and learning disabilities: an underlying open-loop control deficit. Human Movement Science, 22, 495-513. Smyth, M. M., & Anderson, H. I. (2000). Coping with clumsiness in the school playground: Social and physical play in children with coordination impairments. The British Journal of Developmental Psychology, 18, 389-413. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland Adaptive Behavior Scales. Circle Pines: American Guidance Service. Sugden, D. A., & Chambers, M. E. (2003). Intervention in children with Developmental Coordination Disorder: the role of parents and teachers. British Journal of Educational Psychology, 73, 545-561. Tseng, M.-H., & Fu, C.-P. (2006). Chinese version of the Developmental Coordination Disorder Questionnaire: A reliability and validity study. (in manuscript). Watkinson, E. J., Dunn, J. C., Cavaliere, N., Calzonetti, K., Wilhelm, L., & Dwyer, S. (2001). Engagement in playground activities as a criterion for diagnosing developomental coordination disorder. Adapted Physical Activity Quarterly, 18, 18-34. Weinstock-Zlotnick, G., & Hinojosa, J. (2004). Bottom-up or top-down evaluation: Is one better than the other? American Journal of Occupational Therapy, 58, 594-599. Wilson, B. N., Kaplan, B. J., Crawford, S. G., Campbell, A., & Dewey, D. (2000). Reliability and validity of a parent questionnaire on childhood motor skills. American Journal of Occupational Therapy, 54, 484-493. Wilson, P. H., Maruff, P., Ives, S., & Currie, J. (2001). Abnormalities of motor and praxis imagery in children with DCD. Human Movement Science, 20, 135-159. World Health Organization. (2001). International classification of functioning, disability, and health (Short version ed.). Geneva, Switzerland: World Health Organization. Wright, H. C., & Sugden, D. A. (1996a). The nature of developmental coordination disorder: Inter- and intragroup differences. Adapted Physical Activity Quarterly, 13, 357-371. Wright, H. C., & Sugden, D. A. (1996b). A two-step procedure for the identification of children with developmental co-ordination disorder in Singapore. Developmental Medicine & Child Neurology, 38, 1099-1105. Wu, W. T., Cheng, C. F., Lu, H. H., & Chiu, S. C. (2004). Vineland Adaptive Behavior Scale - Chinese Version. Taipei: Psychological Publishing Yu, H. C. (1993). Coloured Progressive Matrices - Chinese version. Taipei: Chinese Behavioral Science Corporation. | |
| dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/33412 | - |
| dc.description.abstract | 背景與目的：發展協調障礙(developmental coordination disorder, 簡稱DCD)兒童常經驗到以動作為主活動的限制，以致負向地影響了兒童參與家中與學校的日常生活活動。促使DCD兒童有良好的職能表現是臨床人員與研究者的重點，但目前對於探討DCD兒童在家中與學校的日常生活功能表現的文獻不足，且多以與家長訪談的質性研究做討論。因此，本研究的主要目的是要有系統且全面性地探討不同嚴重程度的DCD兒童在家中與學校的功能表現。
方法：研究對象來自於大台北地區的8所小學。以兩個步驟的方法取樣，共有23名診斷為DCD (包含11名男童與12名女童)，45名診斷為疑似DCD (包含28名男童與17名女童)，另63名為正常對照組兒童(包含39名男童與24名女童)。樣本的年齡範圍為6歲3個月至9歲10個月。給予家長填寫「文蘭適應行為量表」中之動作相關分量表(包含個人生活技巧、粗動作、精細動作)，並給予導師填寫「學校日常生活功能評量」第三部份的九項與動作相關的分量表。 結果：多變項共變數分析結果顯示在「文蘭適應行為量表」與「學校日常生活功能評量」皆有組間的差異。卡方檢定的結果顯示，DCD組與疑似DCD組在「文蘭適應行為量表」的三個分量表的適應程度上，皆與對照組有顯著的差異；DCD組與疑似DCD組則在粗動作與精細動作分量表上有顯著差異，而在個人生活技巧分量表則無達到顯著。比較三組兒童在「學校日常生活功能評量」的九個分量表中，分數低於切點分數人數比例的差異，結果顯示DCD組與對照組在九個分量表皆達顯著；疑似DCD組與對照組在七個分量表達顯著；而DCD組與疑似DCD組僅在兩個分量表達到顯著。 結論：本研究的結果顯示DCD廣泛地影響了兒童在家中與學校的日常生活功能表現，且研究結果顯示所有動作發展問題的兒童，不管嚴重程度為何，都有較高的機率會呈現日常生活功能表現的問題。 | zh_TW |
| dc.description.abstract | Background and Purpose: Children with developmental coordination disorder (DCD) experience considerable restrictions in motor-based activity and it negatively influences the participation in daily living activities at home and school. Enabling the functional performance of children is the major goal of the clinicians and researchers who work with children presenting with DCD. Little research has been done in this area and most studies are qualitative studies in nature using interview with parents. Thus, the purpose of this study is to systematically investigate the functional performance of children with DCD in daily living activities with different degrees of motor coordination impairment in both home and school contexts.
Methods: Participants were recruited from eight public elementary schools of the larger Taipei area. Based on a two-step sampling procedure, 23 children were identified with DCD (11 males and 12 females) and 45 as suspected DCD (28 males and 17 females). Sixty-three children without motor problems served as controls participated in this study (39males and 24 females). Participants were aged between 6 years 3 months and 9 years 10 months. Parents were asked to fill out the personal subscale of daily living skills and subscales of motor skill domains of the Vineland Adaptive Behavior Scales (VABS), and classroom teachers were asked to fill out 9 subscales of the physical task session of Part III of the School Functional Assessment (SFA). Results: MANCOVA revealed significant group differences on daily living skills as measured by the VABS and the SFA (ps <.05). Chi-square analyses revealed significant differences on the proportion of children in inadequate adaptive level of the personal living skills, gross motor and fine motor subscales of the VABS between the DCD, suspected DCD and control groups. Significant group differences were noted on the VABS gross motor and fine motor subscales between children with DCD and suspected for DCD. As to functional performance at school, results indicated significant differences in the proportion of children who scored lower than the cut-off score on all nine SFA subscales between the DCD and the control groups while significant group differences on seven out of nine SFA subscales was noted between the suspected DCD and the control groups . For DCD and suspected DCD groups, significant differences were noted on only two out of nine SFA subscales. Conclusion: The study findings demonstrate the pervasive impact of DCD on children’s functional performance at both home and school in daily occupations. The results also indicate that all children with developmental movement problems, no matter what the degree or severity, are at risk for problems in school and daily life function. | en |
| dc.description.provenance | Made available in DSpace on 2021-06-13T04:39:09Z (GMT). No. of bitstreams: 1 ntu-95-R93429003-1.pdf: 1779641 bytes, checksum: e4d3cb80df01a5d2b4a77f4454c80bf7 (MD5) Previous issue date: 2006 | en |
| dc.description.tableofcontents | Table of Contents
Abstract ...................................................................................... I 中文摘要 .................................................................................... III Table of Contents ....................................................................... V List of Tables .............................................................................. VIII List of Figures ............................................................................ IX Introduction ............................................................................... 1 Introduction to the children with DCD ........................................... 1 The diagnosis criteria of DCD ........................................................ 1 The prevalence of DCD ............................................................... 2 The importance of investigating functional performance ................. 3 Functional performance of the children with DCD .......................... 4 Functional performance at home ..................................................... 4 Functional performance at school ................................................... 6 Identification of the children with DCD .......................................... 8 The purpose of this study ............................................................... 8 The hypothesis of this study ........................................................... 9 Methods ...................................................................................... 10 Participants .................................................................................. 10 Instruments .................................................................................. 11 Procedures .................................................................................... 15 Data analysis ................................................................................. 17 Results ........................................................................................ 18 Functional performance at home .................................................... 18 Group differences of functional performance at home on the VABS ........... 18 Group differences in adaptive level on the VABS ................................. 19 Function performance at school ..................................................... 20 Group differences of functional performance at school on the SFA ............. 20 Group differences in the proportion of impairment on the SFA ................. 21 Discussion ................................................................................... 23 Functional performance at home .................................................... 24 Group differences of functional performance at home ............................ 24 Group differences in adaptive level at home ....................................... 26 Functional performance at school .................................................. 27 Group differences of functional performance at school .......................... 27 Group differences in the proportion of impairment at school .................... 28 Functional performance of children with different degrees of motor impairment ................................................................................... 30 Clinical Implication ....................................................................... 31 Limitations and the Recommended for Further Research ................ 32 Conclusions ................................................................................ 34 References .................................................................................. 35 Tables .......................................................................................... 43 Figures ........................................................................................ 49 Appendices Appendix 1 Developmental Coordination Disorder Questionnaire-Chinese version ................................................................... 54 Appendix 2 Vineland Adaptive Behavior Scales-Chinese version .............. 56 Appendix 3 School Function Assessment-Chinese version ...................... 61 List of Tables Table 1 Mean scores on the personal living skill, gross motor, and fine motor subscales of the VABS ............................................................. 43 Table 2 Post-hoc group differences on the Mean scores of the VABS ................ 44 Table 3 Groups differences in the proportion of children in inadequate adaptive level on the VABS .................................................................. 45 Table 4 Mean scores on the nine subscales of the SFA ................................. 46 Table 5 Post-hoc group differences on the Mean scores of the SFA .................. 47 Table 6 Groups differences in the proportion of children scored below the cutoff on the SFA between groups ......................................... 48 List of Figures Figure 1 The distribution of the gender .................................................. 49 Figure 2 The average age of the DCD, suspected DCD and control groups ........ 50 Figure 3 Two-step procedure in sampling ............................................... 51 Figure 4 Mean scores of the VABS ....................................................... 52 Figure 5 Mean scores of the SFA ......................................................... 53 | |
| dc.language.iso | en | |
| dc.subject | 功能表現 | zh_TW |
| dc.subject | 發展協調障礙 | zh_TW |
| dc.subject | developmental coordination disorder | en |
| dc.subject | functional performance | en |
| dc.title | 發展協調障礙兒童在家中與學校的功能表現 | zh_TW |
| dc.title | Functional Performance of Children with Developmental Coordination Disorder at Home and School | en |
| dc.type | Thesis | |
| dc.date.schoolyear | 94-2 | |
| dc.description.degree | 碩士 | |
| dc.contributor.oralexamcommittee | 鄭中平(Chung-Ping Cheng),徐永玟(Yung-Wen Hsu) | |
| dc.subject.keyword | 發展協調障礙,功能表現, | zh_TW |
| dc.subject.keyword | developmental coordination disorder,functional performance, | en |
| dc.relation.page | 66 | |
| dc.rights.note | 有償授權 | |
| dc.date.accepted | 2006-07-19 | |
| dc.contributor.author-college | 醫學院 | zh_TW |
| dc.contributor.author-dept | 職能治療研究所 | zh_TW |
| 顯示於系所單位： | 職能治療學系 | |
文件中的檔案：
| 檔案 | 大小 | 格式 | |
|---|---|---|---|
| ntu-95-1.pdf 未授權公開取用 | 1.74 MB | Adobe PDF |
系統中的文件，除了特別指名其著作權條款之外，均受到著作權保護，並且保留所有的權利。