| Summary: | 博士 === 國立彰化師範大學 === 特殊教育學系所 === 97 === The purpose of this study was to verify that adults with mental retardation theoretical model of second-order adaptive behavior. Adults with mental retardation to clarify the general adult character in the gullible, naivete’, follows rules, obeys laws, avoids victimization five differences, to explore the act of mentally retarded adults adapting themselves to the current status of the situation and differences, and to understand the mental retardation adult behavior adapting themselves to growth and development with aging. Test mental retardation and adaptive behavior of adult age, adult understanding of mental retardation in the development of adaptive behavior curve.
This study adopted the test method to 18 to 60-year-old mentally retarded adult female group in Taiwan, taking a sample from the cluster (1) 62 integrated functions of vocational schools, 385 valid samples; (2) 18 special education schools, 204 valid samples; (3) 103 education and nursing institutions, 342 valid samples; (4) 27 mentally challenged parents associations, 235 valid; (5) 26 National Employment Service Station, 28 valid, and the total valid samples are 1194. Secondly, general adults adopted purposive sampling, 224 samples; the total effective samples are 1418. The research tools for researchers were the "Adult Adaptive Behavior Scale," including six sub-scales. Scale test research data by structural equation modeling analysis(
SEM),descriptive statistics ,one-way multivariate ANOVA, one-way ANOVA, trend analysis and other statistical methods to verify the degree of model fit, and test hypotheses.
According to the study, the conclusions are as follows:
a. A tool for Adaptive Behavior Scale for adults tested
accords with the principle of parsimony SEM.
b. The adult first-order theory of adaptive behavior
model are a sense of responsibility, capabilities of work, and communication skills; second-order model are a cognitive theory, autonomy, and social ability.
c. Adaptive behavior for adults with mental retardation
is the second-order model.
d. The general adult adaptive behavior is the
second-order model.
e. The mentally retarded adults and the adults of the
general theoretical model of adaptive behavior are similar.
f. The differences between the mentally retarded adults and the general adults are the following three abilities: follows rules, obeys laws and avoids victimization.
g. The performance of the adaptive behavior for the adults with mental retardation is 67 percent under the average.
h. The performance of adaptive behavior Adults with mental retardation on the two subscale scores such as the sense of responsibility, communication skills are above the average.
i. The performance of adults with mental retardation on the cognitive, work, independence, social and other adaptive behavior in four sub-scales scores is under the average.
j. Gender and other seven background variables on adaptation were of significant differences in behavior.
k. Other than gender, the other six variables in the context of adaptive behavior on the six sub-scales were significantly different.
l. Gender variable on the sense of responsibility, cognitive ability, the ability to work, autonomy, and the ability to communicate on the five sub-scales were statistically significant differences in adaptive behavior and performance, besides, women were better than men, but in the social skills sub-scales, there were no significant differences.
m. The age of gender background variables compared with six sub-scales had significant differences.
(a) In terms of age, the ability to communicate of the 18~24-year-old was higher than that of 25 to 29 years old, and 35~39 years of age; the other five sub-scales showed 18~24 years old was higher than 40~44-year-old.
(b) In terms of the level of obstacles, the six sub-scales showed that the slight was higher than the moderate and the severe; and the moderate higher than the severe.
(c) In terms of education, after compared with the sense of responsibility on sub-scales, people from the vocational schools were higher than the junior high, elementary school and the uneducated; people from the junior high were higher than the uneducated. While on cognitive sub-scales; the junior high higher than the elementary school; the elementary higher than the uneducated. While the other four sub-scales showed the vocational schools higher than the junior high, elementary school and the uneducated; junior high higher than the uneducated; elementary school higher than the uneducated, but there was no knowing for junior high higher than elementary school.
(d) In terms of working condition, full time higher than part-time or no work; part-time work higher than no work.
(e) In terms of the employment situation, the competitive higher than asylum-based, non-employment; support type higher than asylum-based, non-employment type. The no-paid higher than the unemployed shown on the three sub-scales such as the sense of responsibility, ability to work and communication skills.
(f) In terms of socio-economic status, high socio-economic status higher than middle and low; middle higher than low.
n. The age tended to be linear, three trends on the four
sub-scales such as on responsibility, work and social, communication skills.
o. The age on awareness and autonomy on the two sub-scales tended to be linear trend, quadratic trend, three times a trend.
p. Adaptive behavior of adults with mentally
retardation 45-year-old when the curve in rapid decline.
Finally, according to the above assumption, eight recommendations were provided for special education educators, labor affairs, social affairs, internal affairs, health care, correctional institutions, and the follow-ups.
Keywords: adaptive behavior, SEM, one-way multivariate analysis of variance, trend analysis
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