An action research of play group as special educational approach in elementary school~ a story about a resource room teacher and her students with emotional and behavioral problems

• Main Authors: Pei-Yu Yeh, 葉珮鈺
• Other Authors: Hui-Ming Pan
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/53929216674627705613

碩士 === 中原大學 === 教育研究所 === 101 === The purpose of this research is to develop a play group program for elementary school children with emotional behavioral problem and to discuss the influence of the program on these children and to see what kind of reflection and professional growth bring the researcher through this research. This research is carried out with an action research method. Research subjects are one student with Asperger syndrome and the other with Attention Deficit Hyperactivity Disorder. Both are at fourth grade in the primary school level. Diverse methods were used to collect research data such as interview, non-participatory observation, daily research note, reflection notes and discussion records. After analyzing and summarizing the data, the researcher came into the following conclusions: 1.At the beginning of the play group, the researcher found on behalf of the recommendation of the classroom teacher three classmates who show the similar characteristics to the children with the emotional behavioral problems, to join in the play group. Through information gathered from the observation in the classroom and at the playgroup the objectives of the play group were chosen. The play group had gone through four stages during the implementation phase. The first stage is to build the mutual acceptance among the participants. The second stage is to teach the play group members listening capacity through concentration games. The third stage is to enhance the abilities of concentration, impulse control, precise expression and problem solving. The fourth stage is to enhance the transfer abilities. This is to ensure by using cooperative games that the children can use the skills learned in other settings. 2.After the program, the children with emotional behavioral problems made progression in the ability to communicate with their classmates, to solve problems and to control themselves. The subjects can use the skills learned in the play group in other situations. 3.The researcher faced several difficulties in the communication with the classroom teacher, in the encountering with the situations, as the students lost behaviors control and in the struggling with lack of self-confidence of researcher. From this research, researcher learned self-affirmation, and learned to communicate with classroom teacher and parents, and keep good relations with children to solve problems easily. These experiences enable the researcher to guide other similar group with ease. The research found there are several factors, which can have an impact to the play group: The cooperation with the co-researcher, the similarity of the characteristics from the classmates, the gentle and courageous characteristics of the group leader to face the difficulties, and the attitude of the classroom teacher. The results from this research give evidence that the play group can facilitate the interpersonal abilities of the children with emotional behavioral problems. If the special education teachers want to try this program, we suggest that the special educational teachers should first develop good relations with the parents and the classroom teachers. Before the play group begins, the special educational teacher should have clear goals. When children with emotional behavioral problems need help, the special educational teacher should guide classmates to give these children assistances. For the future research, play partners with different characteristics can be chosen to see whether combination of different disabilities have an impact on the results. We can probably prolong the duration or the frequency of the play group for children with emotional behavioral problems. In the aspect of the group leader, we can find out how different group leaders may have different results. And we should include students with other special needs in the play group to see how and what the play group changes.