6～11岁轻度智力障碍儿童行为适应性及其与支持性体系关系的研究

发布时间：2018-04-08 18:44

本文选题：智力障碍儿童　切入点：社会能力　出处：《中国教育学刊》2015年S1期

【摘要】：采用问卷法对135名6~11岁轻度智力障碍儿童进行调查,探讨其社会能力及行为问题与支持性体系之间的关系。结果发现:(1)6~11岁智力障碍儿童的社会能力偏低,行为问题偏多,行为问题的检出率较高,其中多动、社交退缩是不同性别6~11岁儿童表现较为突出的行为问题;(2)6~11岁轻度智力障碍儿童的支持性体系对其社会能力及行为问题具有较好的预测性,能解释男生社会能力及行为问题7.23%~32.05%的变异,能解释女生社会能力及行为问题6.15%~31.08%的变异;(3)对于6-11岁轻度智力障碍男生,问题解决、情感卷入、教师实际支持行为、教师支持总分、同伴接纳对其社会能力及行为问题具有显著的预测作用;(4)对于6~11岁轻度智力障碍女生,问题解决、情感卷入、教师期望、教师接纳、同伴接纳对其社会能力及行为问题具有显著的预测作用。
[Abstract]:A questionnaire survey was conducted in 135 children with mild mental retardation aged 6 to 11 years old to explore the relationship between their social ability, behavior problems and support system.The results showed that the children with mental retardation at the age of 11 years had lower social ability, more behavioral problems and higher detection rate of behavioral problems.Social withdrawal is a prominent behavioral problem in children aged 6 to 11 of different genders. The supportive system of children with mild mental retardation at the age of 6 to 11 has a good predictive effect on their social ability and behavioral problems.It can explain 7.23% variation of social ability and behavior problem of male students, 6.15% of social ability and behavior problem of female students and 31.08% variation of social ability and behavior problem of female students. For boys with mild mental retardation aged 6-11 years, problem solving, emotional involvement, teachers' actual support behavior, total score of teacher support, and total score of teachers' support.Peer acceptance has a significant predictive effect on their social ability and behavioral problems. For girls with mild mental retardation aged 6 to 11, problem solving, emotional involvement, teacher expectation, teacher acceptance,Peer acceptance has a significant predictive effect on their social ability and behavioral problems.
【作者单位】：九江职业大学师范学院;江西九江双峰小学;
【基金】：2012年江西省教育科学规划重点课题“随班就读轻度智障儿童行为适应性提升的干预研究——以J地区公办小学为例”(项目编号:12ZD008)研究成果
【分类号】：B844.1

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