學齡前特殊兒童溝通能力與相關影響因素之縱貫研究

A Longitudinal Study on the Factors That Influenced the Communication Ability of Preschool Children with Special Needs

本研究旨在了解學齡前特殊兒童溝通能力與其相關影響因素的關係，利用「特殊教育長期追蹤資料庫(Special Needs Education Longitudinal Study, SNELS)」中自96學年度(2007.8-2008.7)至99學年度(2010.8-2011.7)的三波調查資料，以二層次的階層線性模式(Hierarchical Linear Model,HLM)進行統計分析，分析451位學齡前特殊兒童的溝通能力的初始狀態與成長曲線，並探究其與隨時間變動的共變項間之關聯。研究結果發現學齡前特殊兒童溝通能力隨著時間而增長，且受到時間、家庭陪伴程度及障礙類別而產生顯著影響。此外，學齡前特殊兒童溝通能力在初始狀態不會受到性別、接受早療與否有所差異，但會因其障礙類別而產生差異；而在成長狀態則不會受到性別、接受早療與否與障礙類別影響而有所差異。根據上述研究結果，本研究對實務面與未來研究提出相關建議，期未來對增進學齡前特殊兒童溝通能力有所助益。

This study aimed to explore the factors that influenced the communication ability of preschool children with special needs. Based on three surveys from the Special Needs Education Longitudinal Study (SNELS) database, this study used the two-level HLM analysis to examine the initial status and growth trajectory of the communication ability of 451 preschool children. It also resented the correlations between factors changing over time. The finding revealed that the communication ability of preschool children with special needs increased as time went by and was affected by family support and disability categories. In addition, gender and receiving early intervention did not make significant difference to the communication ability of preschool children with special needs but disability categories did. As far as the growth state was concerned, gender, receiving early intervention, and disability categories all made no significant difference to children’s communication ability. The findings of this study can contribute to the educational practices and future studies. Hopefully, the communication ability of preschool children with special needs will be improved in the future.