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首页> 外文学位 >The effectiveness of leisure education and classroom recreation participation on social and communication skills, community living skills, and problem behaviors of students with mental retardation.
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The effectiveness of leisure education and classroom recreation participation on social and communication skills, community living skills, and problem behaviors of students with mental retardation.

机译：闲暇教育和课堂娱乐参与对社交和沟通技能，社区生活技能以及智障学生的问题行为的有效性。

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摘要

This study employed a triangulated mixed quantitative-qualitative design to examine the effectiveness of leisure education and classroom recreation participation on social and communications skills, community living skills, and problem behaviors of students with mild and moderate mental retardation. The quantitative portion of the study employed a quasi-experimental pre- post-test with a control group and randomization design. Forty-eight elementary school students with mild and moderate mental retardation (29 males, 19 females) participated in the study. Experimental group A (n = 17) received 12 weeks of leisure education, Experimental group B (n = 16) received 12 weeks of classroom recreation, and the Control group (Group C: n = 15) received no intervention.;The dependent variables, social and communication skills, community living skills, and problem behaviors, were measured using the Inventory for Client and Agency Planning (Bruininks, et. al., 1986) which was administered to the teachers as a pretest and posttest. Quantitative data was analyzed with a Kruskal-Wallis one-way analysis of variance which used the pre- to post-test difference scores as the dependent variables.;The qualitative examination consisted of observations of students once each week during the one-hour intervention sessions and in other school settings, as well as semi-structured interviews with teachers and parents after the intervention. Analysis of observation data occurred during the data collection phase and was a process of categorizing behaviors observed and recorded in the field notes and using enumeration strategies to tally the number of times specific behaviors were observed. The researcher taped and transcribed the interviews and searched for themes consistent with the dependent variables.;Krukal-Wallis one-way analysis of variance and observations revealed no significant differences in the three groups (leisure education, classroom recreation participation, control) from pretest to posttest in social and communication skills, community living skills, or problem behaviors. However, interview data indicated an increase in social and communication skills and a reduction in problem behaviors over the 12 weeks in both the leisure education and classroom recreation participation groups. These findings provide limited support that educational outcomes can be enhanced in elementary school students with mild and moderate mental retardation within the context of leisure education and recreation participation.
机译：本研究采用三角定量混合定性设计，研究了休闲教育和课堂娱乐参与对轻度和中度智力低下学生的社交和沟通技巧，社区生活技巧以及问题行为的有效性。该研究的定量部分采用了具有对照组和随机设计的准实验前测试。患有轻度和中度智力障碍的48名小学生（男29例，女19例）参加了研究。实验组A（n = 17）接受了12周的休闲教育，实验组B（n = 16）获得了12周的课堂娱乐，对照组（C组：n = 15）没有干预。 ，社交和沟通技巧，社区生活技巧和问题行为，是使用“客户和代理机构规划清单”（Bruininks等，1986）进行测量的，该清单作为教师的前测和后测进行管理。使用Kruskal-Wallis单向方差分析对定量数据进行分析，该方法使用测试前至测试后的差异分数作为因变量。;定性检查包括在一个小时的干预过程中每周对学生的观察结果一次。以及在其他学校环境中，以及干预后与老师和家长进行的半结构式访谈。观察数据的分析发生在数据收集阶段，是对观察到的行为进行分类并将其记录在现场笔记中，并使用枚举策略统计观察到特定行为的次数的过程。研究人员用录音带和笔录记录访谈内容，并搜索与因变量一致的主题。； Krukal-Wallis的方差和观察结果的单向分析表明，从预测试到测试，三组（休闲教育，课堂娱乐参与，控制）没有显着差异对社交和沟通技巧，社区生活技巧或问题行为进行后测。但是，访谈数据表明，在休闲教育和课堂娱乐参与组中，在过去的12周中，社交和沟通技巧均得到提高，问题行为有所减少。这些发现提供了有限的支持，即在休闲教育和娱乐参与的背景下，轻度和中度智力障碍的小学生可以提高教育成果。

著录项

  • 作者

    Stone, Charlsena Faye.;

  • 作者单位

    The University of North Carolina at Chapel Hill.;

  • 授予单位 The University of North Carolina at Chapel Hill.;
  • 学科 Education Special.;Health Sciences Recreation.;Recreation.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 149 p.
  • 总页数 149
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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