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要旨:保育園や学校に通う発達障害のある4〜8歳の幼児・児童11名を対象に,学校版運動とプロセス技能評価(以下,スクールAMPS)を実施し,結果に基づいて保育士あるいは教員(以下,教員)に提案を行った.3〜5ヵ月後に再評価を実施した結果,運動能力測定値が1.53から1.77ロジット(p<0.05)へ,プロセス能力測定値が0.18から0.54ロジットへ有意に向上した(p<0.01).スクールAMPS実施後,全教員がスクールAMPSに基づいた作業療法が役立つと回答した.スクールAMPSは,幼児・児童の課題遂行の質の変化を表す評価指標として有用であるだけでなく,教員に役立つ情報を提案するためにも役立つ.
Occupational therapists administered the School version of Assessment of Motor and Process Skills (School AMPS) on 11 children with developmental disabilities from 4 to 8 years old. Based on the School AMPS, the therapists made suggestions to their teachers and reevaluated the students using School AMPS after 3 to 5 months. The motor ability measure significantly increased from 1.53 to 1.77 (p<0.05). The process ability measure also significantly increased from 0.18 to 0.54 (p<0.01). The teachers agreed on the usefulness of School AMPS and therapist suggestions. School AMPS is not only useful as an outcome measure of task performance in the schools, but also provided teachers with useful suggestions from therapists.
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