亞斯柏格症學生在魏氏兒童智力量表-第四版的表現

• Main Authors: Wu Pei Hsuan, 吳沛璇
• Other Authors: 張正芬
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/exgyvs

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 97 === The research used the Wechsler Intelligence Scale for Children - Forth Edition Chinese version (WISC-Ⅳ) to discuss Asperger syndrome (AS)student's intelligence performance. Selecting 25 students both from primary school-first year to third year (pupil group) and the secondary school-seven to nine grades (junior high school group), the total was 50 students with Asperger syndrome taking as the object of study. There were two points for the main purpose: Firstly, to understand AS students’ Intelligence performance in WISC-Ⅳ. Secondly, to discuss whether there was anydifferent cognition characteristic performance in different age stage of AS student. The main result of this research was as follows: First, two groups of AS student in each index score and 14 subtests performance were without any statistical significant difference, but it could be found that AS student in WISC-Ⅳ had its unique cognitive profile. No matter in the pupil group or junior high school group's AS students, its Full Scale Intelligence Quotient (FSIQ) performance was higher than the mean value, the verbalcomprehen-sion index (VCI) performance (121.36) was the best, and the processingspeed index (PSI) performance was the weakest (89.84) among the fourfactor indices. As the index performance, four VCI subtests (Similarities,Comprehension, Vocabulary and Information) were better than the other subtests, it lay 12.80~14.22. Coding and Symbol Search in the PSI were relatively weak, it lay 7.44~8.40. Second, by the part of internal difference, comparing with the standardization sample, AS student had quiteremarkable discrepancy between VCI-WMI, VCI-PSI and PRI-PSI. It showed quite big internal difference for AS student to be compared with the nonclinical child among these indices. And in AS group, it was also foundAS student met quite remarkable difference among four factor indices, itshowed AS student’s intrinsic capacity performance was not consistent and the discrepancy was rare in the typical develop child. Furthermore, in the comparison of three subtests groups and process subtest score difference, only minority AS student presented the remarkable difference. Subjectsdidn’t have the consistent performance. This findings may provide the first line education personnel, clinical psychological teacher, neurological doctor for reference, but because thisresearch only aims at Asperger’s syndrome student, not making comparison with the typical develop child, therefore, it is unable to understand differences between AS student and the typical develop child or otherclinical barrier groups, it is suggested the future research might aim at some specific groups to distinguish for comparison research.