本研究探討自編「打擊音樂活動」對提升身心障礙福利機構智能障礙者社交技巧之成效。研究方法以量化為主、質性為輔，研究對象實驗組與對照組各四名，共計八名，採單一受試法A-B-A-A´設計；兩學期共進行24節課，以自編「打擊音樂活動觀察評量表」、自編「打擊音樂活動觀察記錄」與教學省思札記為研究工具，研究結果以C統計加以量化分析，並輔以相關資料進行質性分析。本研究結果發現：(1)打擊音樂活動對實驗組在兩學期實驗介入期間於自編「打擊音樂活動觀察評量表」之音樂情境中「合作」、「輪流」、「分享」、「聽從指令」四向度各項得分均有進步，維持期及保留期亦達到社交技巧保留成效。(2)打擊音樂活動對實驗組較對照組於兩學期前後測平均進步幅度大。(3)打擊音樂活動對實驗組在兩學期實驗介入期、維持期、保留期於自編「打擊音樂活動觀察記錄」與教學省思札記中，發現實驗組在與人共同進行樂器合奏、輪流敲打非洲鼓、社交詞彙表達及分享，以及聽從研究者教學指令的表現，均有明顯成效。研究者依據研究結論，針對身心障礙福利機構、機構教保員、音樂活動之實施以及未來研究提出具體建議。
This study discussed the effects of self-designed “percussion music activity” to improve the social skills of people with intellectual disability in disability welfare agency. The research methods were quantitative assisted with qualitative which took 4 persons for experimental group and 4 for control group, and adopted single-subject approach designed in A-B-A-A’ with 24 periods in total. The analysis tools were self-designed “Percussion music activity observation scale”, self-designed “Percussion music activity observation notes”, and the results were analyzed by C-statistics for qualitative analysis supported by documents for qualitative analysis. The results indicated that: 1. For experimental group, the each score of “cooperation”, “alternation”, “sharing” and “command obedience” has improved. In addition, the social skills have reached the maintenance effects in maintenance stage and retention stage. 2. In terms of the total score of percussion music activity, the average score of experimental group showed better improvement. 3. In terms of “Percussion music activity observation notes” and teaching reflection of experimental intervention stage, maintenance stage and retention stage of experimental group, it revealed that the music performance as ensemble, play djembe by turns, express and share the social phrases and obey the instruction made by researchers have significantly improved. Based on the results, suggestions were provided by researchers.
身心障礙福利機構; 打擊音樂活動; 社交技巧; 智能障礙者
Disability welfare agency; percussion music activity; social skills; people with intellectual disability