國立臺南大學教師基本資料

基本資料
姓名 蔡淑妃
系所 特殊教育學系
職稱 助理教授
校內分機 745
傳真
辦公室/研究室 啟明苑410
E-mail sftsai@mail.nutn.edu.tw
網址 https://gaweb.nutn.edu.tw/tpdp/teaPortfolio.aspx?cB&isftsai
專長/研究領域 情緒障礙、正向行為介入、社交技巧教學
 

畢業學校國別主修學門學位修業期間
台南大學台灣特殊教育學士1992-1996
臺灣師範大學台灣特殊教育碩士1998-2000
華盛頓大學(西雅圖)美國情緒障礙博士2007-2011

服務機關部門 / 系所職稱服務期間
高雄市博愛國小 教師1996.08-2006.07
University of Central WashingtonLanguage, Literacy and Special Education助理教授2011.08-2014.12
University of KansasJuniper Gardens Childrens Project博士後研究員2015.01-2016.01
國立台北護理健康大學嬰幼兒保育系助理教授2016.02-2017.07

著作
名稱Mathematics instruction for students with emotional and behavioral disorders: A best-evidence synthesis
年度2014
類別期刊論文
摘要The findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with Emotional and Behavioral Disorders (EBD) are reported. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b) analyzing study outcomes using improvement rate difference (IRD; Parker, Vannest, & Brown, 2009) and percentage of non-overlapping data (PND; Scruggs, Mastropieri, & Casto, 1987); and (c) summarizing literature on mathematics interventions conducted with students with EBD over four decades (from 1968 to present). Highly effective mathematics intervention studies conducted with students with EBD, limitations, and future research directions are presented and discussed.
關鍵字mathematics instruction, mathematics intervention, emotional & behavioral disorders
名稱班級層級功能本位介入小組方案(CW-FIT)的內涵與應用
年度2015
類別期刊論文
摘要為情緒障礙學生提供最少限制的融合教育已成為國內外特殊教育的主要趨勢。然而對教師而言,如何在教學及班級經營上因應班上學生多元的個別需求及行為問題,實為一大挑戰。班級層級功能本位介入方案(CW-FIT)結合了行為介入的概念及教師熟悉的班級經營策略,旨在協助教師更有效地管理全班的行為問題並提升全體學生的課堂參與。本文先介紹CW-FIT的內涵與介入策略,再以範例說明CW-FIT在普通班的運用程序。
關鍵字班級層級功能本位介入小組、情緒障礙、班級經營
名稱Experimental intervention research on students with specific Poor comprehension: A systematic review of treatment outcomes.
年度2017
類別期刊論文
摘要Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.
關鍵字poor comprehenders, students with specific poor comprehension, meta-analysis, reading intervention
名稱正向行為支持的發展趨勢:2008-2017
年度2017
類別期刊論文
摘要以正向行為支持(positive behavior support, PBS)提升個體的生活品質和減少行為問題,已成為國內外身心障礙者情緒與行為處理的主要趨勢。自1980年代至今,PBS領域學者依此理念發展多層級教學介入模式及方案,並應用於學校、家庭,及社區中。有鑑於國內實務工作者對正向行為支持的瞭解及應用多聚焦於學校中個別學生問題處理,本文整理近十年來PBS領域中重要概念的演進與整合、分析美國正向行為支持國際研討會發表主題之趨勢,再討論臺灣發展PBS之展望。
關鍵字正向行為支持、正向行為介入與支持、研究趨勢
名稱Automated language environment analysis (LENA): A research synthesis.
年度2018
類別期刊論文
摘要PURPOSE: The Language Environment Analysis (LENA®) represents a breakthrough in automatic speech detection because it makes ones language environment, what adults and children actually hear and say, efficiently measurable. The purpose of this article was to examine (a) current dimensions of LENA research, (b) LENAs sensitivity to differences in populations and language environments, and (c) what has been achieved in closing the Word Gap. METHOD: From electronic and human searches, 83 peer-reviewed articles using LENA were identified, and 53 met inclusionary criteria and were included in a systematic literature review. Each article reported results of 1 study. RESULTS: Originally developed to make natural language research more efficient and feasible, systematic review identified a broad landscape of relevant LENA findings focused primarily on the environments and communications of young children but also older adults and teachers. LENAs automated speech indicators (adult input, adult-child interaction, and child production) and the audio environment were shown to meet high validity standards, including accuracy, sensitivity to individual differences, and differences in populations, settings, contexts within settings, speakers, and languages. Researchers own analyses of LENA audio recordings have extended our knowledge of microlevel processes in adult-child interaction. To date, intervention research using LENA has consisted of small pilot experiments, primarily on the effects of brief parent education plus quantitative linguistic feedback to parents. CONCLUSION: Evidence showed that automated analysis has made a place in the repertoire of language research and practice. Implications, limitations, and future research are discussed.
關鍵字Automated language environment analysis