| Abstract: | 本研究嘗試從障礙觀點社會模式的角度詮釋，旨在探討機構之成年智能障礙者，接受社會技巧成長團體，學習過程當中遇到的困境及轉變。
研究者試圖個別討論受測者前測及後測能力指標分數，一來可對照訓練後的立即效果是否存在，二來可確認其延續的效果為何，俾作為日後相關訓練之參考。活動過程依照個案認知上的行為問題，隨時作行為改變的行為修正，同時摘錄活動過程中個案言談，並與主責溝通想法及看法，待活動結束時，藉由會談、量表、直接觀察、紀錄回溯等方式，蒐集觀察的資料；盤點各成員能力消長，共十七位成員各接受兩項功能指標評量，在三十四項評量中，有二十三項後測評量成績高於前測，其中有十八項後測評量成績可使用文字具體描述進步之處，統整此次成員有十三人進步，佔約七成六的進步比率。
研究者參酌自身家庭經驗值以及對成年智能障礙者的認知，認為成年智能障礙者只是障礙較多且無力自行排除，障礙致使家人與其疏離，造成不安全的依附關係，因此才有冷漠、自大、孤僻、高傲‥等性格，然而仔細觀察，成年智能障礙者也很注重自己內在尊嚴以及外在形象，同時看重友誼、承諾‥等。
研究建議持續相關實證研究，同時運用社會個案工作的步驟：接案→開案→蒐集資料→於需求預估時加入團體活動→團體活動中發展計畫與處遇，能提供快速又有效的方法。建議引用具公信力的教育部功能評量表以年齡及教育程度分段，讓新進接受高中職特殊教育的智能障礙者，能接續指標內容，達到轉銜目的。建議以一線工作人員修習相關社會工作、心理、諮商輔導學分，作為評鑑成年智能障礙機構加分指標，適時引導成年智能障礙個案，除了學習技能，也開始做人生思考及規劃，需要有人帶領進入成人世界，為自己的言行負責，同時做出自立的決定。
This study attempts to interpret the social model of the barrier perspective, aiming to explore the adult mental retardation of the institution, accept the social skills growth group, and encounter the difficulties and changes in the learning process.
The researchers attempted to individually discuss the pre-test and post-test ability index scores of the subjects. One can compare the immediate effects after the training, and then confirm the effect of the continuation, as a reference for future training. The activity process is based on the behavioral problems of the case, and the behavior change is made at any time. At the same time, the case speech is extracted during the activity process, and the ideas and opinions are communicated with the main responsibility. By the end of the activity, by the talks, the scale, the direct observation, Recording backtracking and other methods, collecting observational data; inventorying the ability of each member to grow and develop, a total of 17 members each received two functional indicators, and among the 34 assessments, 23 of the post-assessments were higher than Before the test, there are 18 post-test scores that can be used to describe the progress of the text. The 13 members of the team have progressed, accounting for about 76% of the progress rate.
Researchers consider their own family experience values and their knowledge of adult mentally retarded people. They believe that adults with intellectual disabilities are only more obstacles and unable to eliminate themselves. Obstacles cause family members to alienate them, resulting in insecure attachment relationships. Therefore, they are indifferent and arrogant. , solitude, arrogance, etc., but carefully observed, adult intellectual disabilities also pay great attention to their inner dignity and external image, while valued friendship, commitment.
The research suggests continuing relevant empirical research, while using the steps of social case work: receiving cases → opening cases → collecting information → joining group activities in the demand forecast → development plans and treatments in group activities, can provide a fast and effective method . It is recommended that the credible Ministry of Education functional assessment scale be segmented by age and education level so that new intelligent barriers for special education in high school can be continued to achieve the purpose of the index. It is recommended that front-line staff should take relevant social work, psychology, and counseling credits as a scoring indicator for adult intelligent obstacles, and guide adult mental retardation cases in a timely manner. In addition to learning skills, they also begin to think and plan for life. Enter the adult world, be responsible for your words and deeds, and make self-determination decisions. |
