國立臺南大學專任教師基本資料
姓名蔡淑妃
系所特殊教育學系
校內分機745
EMAILsftsai@mail.nutn.edu.tw
辦公室啟明苑E411
網址https://sftsai0510.wixsite.com/sftsaicv
專長/研究領域情緒障礙、正向行為支持、社交技巧教學
學位畢業學校國別主修學門修業期間
學士臺南大學台灣特殊教育1992-1996
碩士臺灣師範大學台灣特殊教育1998-2000
博士華盛頓大學(西雅圖)美國情緒障礙2007-2011
博士後堪薩斯大學美國早期預防2015
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
國立臺南大學特殊教育學系助理教授2017.08-2022.07
著作名稱:特殊教育半世紀來的回顧與前瞻
年度:2018
類別: 學術專書
摘要:自特殊教育法修法後,面對特殊教育需求學生之情緒行為問題 時,正向行為支持( positive behavior support, PBS )或行為功能介入 方案之實施,普遍受到重視。故國教署自 104 年起委託臺灣師範大 學特殊教育中心,培訓高中職情緒及行為問題專業支援教師,筆者 有幸參與初階、進階及高階之培訓工作,發現特教教師經常遭遇之 下列困難,包括評估工具之使用,如:使用 ABC 行為觀察紀錄表 時, 經常過度詮釋學生行為,缺乏具體與客觀之陳述;使用功能行為訪 談表時,容易忽略學生最不可能出現行為問題的人事時地物;使用 FACTS 中文版時,由於它是直接翻譯美國之檢核表,有些題項內容 與國內教育現場文化有所不同,或因直接翻譯關係,有時會造成閱 讀誤解,而較難具體區分背景因素、立即前事及行為後果之具體特 徵。其次,在相對行為摘要表中,建立替代行為、期待行為及其行 為後果架構,對多數老師而言是困難的。本文統整歷次培訓時,統 整現場教師執行行為功能評量時所面臨之挑戰並澄清,做為特教教 師未來在執行行為功能評量之參考。
關鍵字:正向行為支持、行為功能評量、行為功能介入方案
著作名稱:一秒搞懂融合情境之班級經營策略
年度:2021
類別: 學術專書
摘要:
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著作名稱:第一次處裡大專情緒行為學生問題就上手-與專業同行
年度:2021
類別: 學術專書
摘要:
關鍵字:
著作名稱:第一次處裡大專情緒行為學生問題就上手-與專業同行
年度:2021
類別: 學術專書
摘要:
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著作名稱:變革中的特殊教育-中華民國特殊教育學會2020年刊
年度:2020
類別: 學術專書
摘要:台灣自民國51年成立第一個啟智班至今,特殊教育歷經種種的變革,逐漸從重視特殊教育服務提供之有無,進而注重品質。然而,特殊教育品質之確保與提升有賴於研究所產生之實證策略(evidence-based practice)能落實於教學現場。這過程需要一系列事先安排的活動與相關人事物的配合,才能讓教師忠實且持續的施行實證策略,此為執行科學(implementation science)的研究範疇。本文闡明執行科學的意涵與核心要素,探討其歷程與相關研究,以提供國內相關人員於推行實證策略與教師專業訓練之參考。
關鍵字:執行科學、實證策略
著作名稱:The effects of the Class-Wide Function-Related Intervention Teams (CW-FIT) on behaviors of an elementary student with Autism spectrum disorder (ASD) in an inclusive classroom in Taiwan
年度:2019
類別: 期刊論文 International Journal of Developmental Disabilities
摘要:In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students’ positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers’ perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student’s on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students. Keywords: In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students’ positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers’ perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student’s on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students.
關鍵字:behavioral intervention, positive behavior support, inclusive education, autism
著作名稱:Automated language environment analysis (LENA): A research synthesis.
年度:2018
類別: 期刊論文 American Journal of Speech-Language Pathology
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
著作名稱:Experimental intervention research on students with specific Poor comprehension: A systematic review of treatment outcomes.
年度:2017
類別: 期刊論文 Reading and Writing
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
著作名稱:探究行為功能介入方案受訓教師之挑戰和迷思概念
年度:2022
類別: 期刊論文 特殊教育研究學刊
摘要:國內外有關行為功能評量與介入方案的培訓,多數研究主要在檢視訓練成效,較無探討受訓者於學習時遇到的挑戰或所產生的迷思概念,因此,本研究目的為探討在職教師在接受行為功能評量與介入方案的培訓後,將所學到的知識與技能進行個案實作歷程中,所遇到之挑戰或迷思概念。本研究採用質性內容分析,以受訓教師的實作討論紀錄為研究資料,資料來自於2016至2018年的初階與進階工作坊討論紀錄,分別為7份與12份,參與兩階段實作討論的高中職教師各有29與19位。研究結果發現這些受訓教師在行為功能評量與介入策略擬定的核心技能、相關技能與其他領域技能等方面是有挑戰的,且受訓教師在初階與進階培訓階段除了經歷不同的挑戰,也有共通的挑戰。而迷思概念則為期待行為觀察次數有標準答案、期待長短期目標的時間有統一的時程、認為行為教導就是告訴學生要做甚麼就足夠與誤解某些行為介入策略的意涵。本研究提出後續行為功能評量與介入方案培訓的研究,以及未來對教師訓練的主題與方式提出建議。
關鍵字:行為功能介入方案、行為功能評量、迷思概念
著作名稱:班級層級介入方案對於降低國小學生健康課干擾行為之個案研究
年度:2020
類別: 期刊論文 教育研究與實踐學刊
摘要:干擾行為對於普通班教師而言是一大挑戰。班級層級功能本位介入小組方案(class-wide function-related intervention teams, CW-FIT)是為普通班教師所設計的,讓教師可兼顧教學與處理班級中學生的情緒與行為問題。本研究之目的在探討於二年級健康教育課程執行CW-FIT後,對於教師讚美和責罵的比例與班級學生干擾行為之成效。結果顯示當實施CW-FIT後,教師讚美學生的次數增加,學生整體之干擾行為也降低。最後針對實務與未來研究提出討論。
關鍵字:班級經營、班級層級功能本位介入小組、干擾行為、正向行為支持
著作名稱:應用數位語言處理器探討新住民親子溝通與監控介入成效之個案研究
年度:2019
類別: 期刊論文 教育研究月刊
摘要: 早期語言環境對於孩子的語言發展和日後學校表現具關鍵性影響力,Hart與Risley發現,來自不同社經地位家庭之嬰幼兒,其零至三歲所聽到的語彙量差異可達3,000萬字,父母親愈常對孩子說話,其字彙量的成長愈快速,並影響日後的學業成就,國外陸續有研究探討相關變項之間的關連。當時Hart和Risley所使用的研究工具為錄音機,之後再由人工計算所錄到的語言量,非常耗時與費力。所幸LENA基金會結合跨領域專家研發語言環境分析組(Language ENvironment Analysis, LENA),可錄製嬰幼兒一天中所處環境的語言刺激達16個小時,且經由專門軟體分析後,可得知大人的語言量、小孩語言量、大人與小孩對話量。本文將介紹如何使用此創新科技探討一對新住民母子之溝通與介入成效之監控。
關鍵字:自動化錄音、家庭語言環境、新住民子女、語言環境分析
著作名稱:淺談執行行為功能評量之困難
年度:2018
類別: 期刊論文 中華民國特殊教育學會年刊
摘要:自特殊教育法修法後,面對特殊教育需求學生之情緒行為問題時,正向行為支持(positive behavior support, PBS)或行為功能介入方案之實施,普遍受到重視。故國教署自104年起委託台灣師範大學特殊教育中心,培訓高中職情緒及行為問題專業支援教師,筆者有幸參與初階、進階及高階之培訓工作,發現特教教師經常遭遇之下列困難,包括評估工具之使用,如:使用ABC行為觀察紀錄表時,經常過度詮釋學生行為,缺乏具體與客觀之陳述;使用功能行為訪談表時,容易忽略學生最不可能出現行為問題的人事時地物;使用FACTS中文版時,由於它是直接翻譯美國之檢核表,有些題項內容與國內教育現場文化有所不同,或因直接翻譯關係,有時會造成閱讀誤解,而較難具體區分背景因素、立即前事及行為後果之具體特徵。其次,在相對行為摘要表中,建立替代行為、期待行為及其行為後果架構,對多數老師而言是困難的。本文統整歷次培訓時,統整現場教師執行行為功能評量時所面臨之挑戰並澄清,做為特教教師未來在執行行為功能評量之參考。
關鍵字:正向行為支持、行為功能評量、行為功能介入方案
著作名稱:正向行為支持的發展趨勢:2008-2017
年度:2017
類別: 期刊論文 中華民國特殊教育學會年刊
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
著作名稱: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 特教論壇
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
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 Preventing School Failure
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