22,172 research outputs found
Letter from Frank Fu to President Chung of the Beijing Sport University (January 17, 1980)
No full textThis is an unsigned copy of a letter from Dr. Frank Fu, the Director of the International Center at Springfield College, to President Chung S.T., Beijing Institute of Physical Culture and All-China Sports Federation. The letter is dated January 17, 1980. In the letter, Dr. Fu thanks President Chung for the recent visit to his institution.Beijing Sport University was organized and established as the Central Institute of Physical Education (sport) in 1953 with the help of Professor Xu Yingchao, Springfield College graduate of the class 1938. The name of the university changed to Peking (Beijing) Institute of Physical Culture (physical education) in 1956 and renamed Beijing Sports University in 1993. The first agreement signed by Springfield College and the Beijing Sport University was on September 25, 1981, which provided pathways for collaboration and exchange of faculty and students
Chung Chi Wang, La navigation du Yang-tseu
No full textHung Fu. Chung Chi Wang, La navigation du Yang-tseu. In: Les Études rhodaniennes, vol. 9, n°2, 1933. p. 159
Reliability and validity of the Psychoeducational Profile-third edition Caregiver Report in children with Autism Spectrum Disorders
No full textResponsiveness of the Psychoeducational Profile-for Children with Autism Spectrum Disorders
No full text
Interview with Tobee Chung Vanderwall
Full text linkTobee Chung Vanderwall identifies as Chinese, Japanese, and Scottish. Born in Hawaii, she grew up and attended schools in San Francisco, California. She studied biochemistry at a research lab, taught at a middle school, and is now a mother of three children. She became politicized through the Black Lives Matter Movement at the start of the Trump presidency. As someone who learned to sew from her mother, she joined the Auntie Sewing Squad because she saw a need and had the sewing skills to meet the need. During her time in the Squad, Chung Vanderwall played a role in initiating the name change for the Fu mask pattern.https://digitalcommons.csumb.edu/auntiesewing_interviews/1051/thumbnail.jp
The development of a Chinese version of the Developmental Coordination Disorder Questionnaire: A reliability and validity study
No full text背景與目的：發展協調障礙在國外之盛行率為4%至10%，而在台灣地區7至8歲國小學童DCD之盛行率為3.5％，9至10歲為17.9％，根據我國教育部的統計，台灣地區九十三學年度國小學童人口約為188萬人，因此估計約有7至34萬名學童需要專業的協助，但目前真正已被篩檢出的發展協調障礙孩童仍十分有限，其原因之一為國內仍缺乏快速且可有效篩檢的問卷。本研究分為兩部份，研究一的目的為敘述「中文版發展協調問卷」的翻譯過程，並且檢驗其信度及因素結構；研究二的目的為檢驗「中文版發展協調問卷」的區辨效度、同時效度、敏感性與特定性。
方法： 研究一：首先在原作者同意下，由五位熟悉感覺統合理論和兒童動作發展之專家經過中譯與回譯的過程，以盡可能接近原意並符合文化風俗的翻譯方式修訂「中文版發展協調問卷」。之後，發給五間小學共1562名一至三年級學童家長說明信、動作協調問卷及問卷填寫說明，並於一週後回收，共回收1388份問卷，有效問卷共1082份，二週後隨機抽樣42名孩童，請家長再次填寫問卷以作再測信度研究，共回收37份問卷。研究二：對象來自於發展協調障礙孩童之感覺統合功能之大型研究，共八所小學117名學童參與，這些孩童在2至5天內分別接受布朗尼氏動作能力測驗及兒童動作能力測驗施測，施測員皆接受嚴格的施測訓練且不知道孩童的發展協調問卷得分。
結果：研究一：不同性別在發展協調問卷的總分上有顯著的差異(F = 12.32, p < 0.001, df = 1)，但年級(F = 0.509, p = 0.601, df = 2)及性別和年級之交互作用(F = 0.028, p = 0.972, df = 2)在發展協調問卷的總分上並沒有顯著差異。整體問卷的Cronbach α值為0.84，代表有高度的內部一致性。再測信度為0.93 (p < 0.001)。因素分析結果顯示，中文版發展協調問卷包含三個因素：第一個因素為移動時的控制技巧，可解釋38.62％的變異量；第二個因素為精細動作/書寫，可解釋6.27％的變異量；第三個因素為協調障礙，可解釋5.51％的變異量。研究二：區辨效度的部份，發展協調障礙組、疑似發展協調障礙組及配對正常組在15題之「中文版發展協調障礙問卷」總分有統計上顯著差異（F = 6.65, p = 0.002, df = 2）。事後比較（Post Hoc Tests）的結果，使用Bonferroni correction，配對正常組在15題中文版發展協調問卷總分上顯著較發展協調障礙組（p = 0.004）及疑似發展協調障礙組（p = 0.049）的問卷總分高，但發展協調障礙組與疑似發展協調障礙組在15題問卷總分上则無統計上顯著差異（p = 1.00）。同時效度的部份，問卷總分（去除第11及14題後）與布朗尼氏動作能力測驗之三個分項分數（整體動作、粗動作、精細動作）呈低至中度相關（r = 0.272至0.423, p < 0.01），與兒童動作能力測驗之障礙分數亦呈中度相關（r = -0.450, p < 0.01）。有關中文版發展協調問卷三種切點（10%、15%及低於平均值1個標準差）之敏感性及特定性（黃金標準為當布朗尼氏動作能力測驗及兒童動作能力測驗兩個測驗皆判定為發展協調障礙者視為發展協調障礙孩童，其餘為非發展協調障礙孩童），敏感性的範圍為22%-47％、特定性的範圍為77%-90％。
結論：中文版發展協調問卷在台灣地區亦有良好的信效度，因此建議診斷發展協調障礙孩童最適當的方法為將發展協調問卷當作篩檢工具，再輔以動作測驗作為確定診斷的工具。Background and purpose: The prevalence of Developmental Coordination Disorder (DCD) is estimated as 4% to 10%. In Taiwan, the prevalence of DCD between age of 7 to 8 is about 3.5%, and that between age of 9 to 10 is about 17.9%. According to the census of Ministry of Education in Taiwan between 2004 and 2005, there are about 1.88 million school-aged children. It is estimated that about 7 to 34 thousand students need professional support and intervention. How to detect children suffering from coordination disorders for timely intervention is thus an important issue for professionals working with children. However, there is still no gold standard for identifying these children. Furthermore, there has been a concern about a lack of standardized instruments for screening children with motor coordination problems. The purpose of Study 1 was to illustrate the translation procedure and to assess the reliability and the factor structure of the Chinese version of Developmental Coordination Disorder Questionnaire(DCDQ). The purpose of Study 2 was to examine the discriminant validity, concurrent validity, sensitivity and specificity of the Chinese version DCDQ.
Method: Study 1: With Wilson’s permission, a committee consisting of five faculty members who were specialized in sensory integration theory and treatment translated the DCDQ into Chinese. After the committee confirmed the original version, translated version, and back-translated version, the Chinese DCDQ was administered to 1562 students from Grade 1 to 3 in five primary schools in Taipei. One week later, 1388 questionnaires were returned. In order to examine test-retest reliability, 42 parents were asked to fill out the questionnaires again with a 2-week interval. Thirty-seven parents returned the questionnaires. Study 2: The participants were from a larger study which was to investigate sensory integrative function in children with Developmental Coordination Disorder. One hundred and seventeen children who were from eight schools and had parental consent participated in this study. They were tested individually in two sessions with a two-to five-day interval by testers who had received a rigorous training of the test administration of the BOTMP and the MABC and were blind to the DCDQ-C scores of children.
Results: Study 1: The results showed significant difference on the total scores of the Chinese DCDQ between girls and boys(F = 12.32, p < 0.001, df = 1), but no significant differences main effect of grade (F = 0.509, p = 0.601, df = 2) and interaction effect between sex and grade(F = 0.028, p = 0.972, df = 2). The Cronbach’s α coefficient for the Chinese DCDQ was 0.84 indicating high internal consistency. The test-retest reliability was 0.93. The result of exploratory factor analysis showed that the Chinese DCDQ contained three factors. The first factor, “Control during movement”, accounted for 38.62% of the total variance. The second factor, “Fine motor/Handwriting”, accounted for 6.27% of the total variance. The third factor, “Coordination dysfunction”, accounted for 5.51% of the total variance. Study 2: An ANOVA revealed significant group differences on the total score of the Chinese DCDQ(F = 6.65, p = 0.002, df = 2). Post-hoc group comparisons showed that the non-DCD group scored significant higher than the DCD(p = 0.004) and the suspect DCD group(p = 0.049). As to the concurrent validity, the total score of the Chinese DCDQ showed low to moderate correlated with the three scores of the BOTMP(r = 0.272 to 0.423, p < 0.01), and moderate correlated with the total impairment score of the M-ABC(r = -0.450, p < 0.01). The sensitivity of the Chinese DCDQ ranged from 22%-47%, and the specificity of the Chinese DCDQ ranged from 77%-90%.
Conclusion: The reliability and validity of the Chinese DCDQ appeared to be acceptable for use on children aged from 6 to 9 years in Taiwan. This study showed that the Chinese DCDQ could be a useful motor coordination screening tool in an epidemiological survey.目次
中文摘要………………………………………………………… i
英文摘要………………………………………………………… iv
目次……………………………………………………………… vii
表目次…………………………………………………………… x
圖目次…………………………………………………………… xi
前言……………………………………………………………… 1
文獻回顧………………………………………………………… 2
DCD之相關診斷術語……………………………………… 2
診斷標準…………………………………………………… 3
診斷及評估工具…………………………………………… 6
研究一：『發展協調問卷』之編譯、修訂，及信度與建構效度之探
討………………………………………………………………… 18
研究目的…………………………………………………… 18
研究對象…………………………………………………… 19
研究工具…………………………………………………… 19
「發展協調問卷」之中譯與回譯………………………… 20
研究步驟…………………………………………………… 21
資料分析…………………………………………………… 21
結果………………………………………………………… 22
性別與年齡差異……………………………………… 22
信度…………………………………………………… 22
「中文版發展協調障礙問卷」17題回答之頻率分佈
圖……………………………………………………… 22
「中文版發展協調障礙問卷」之因素結構 ……… 23
討論………………………………………………………… 24
研究二：「中文版發展協調問卷」之效度驗證……………… 26
研究目的…………………………………………………… 26
研究對象…………………………………………………… 26
研究工具…………………………………………………… 27
研究步驟…………………………………………………… 28
資料分析…………………………………………………… 28
結果………………………………………………………… 30
「中文版發展協調問卷」之區辨效度……………… 30
「中文版發展協調問卷」之同時效度……………… 31
敏感性（sensitivity）及特定性（specificity） 32
討論………………………………………………………… 32
結論……………………………………………………………… 35
參考文獻………………………………………………………… 36
表………………………………………………………………… 45
圖………………………………………………………………… 51
附錄……………………………………………………………… 54
中文版發展協調問卷……………………………………… 54
表目次
表一 研究一之人口學……………………………………… 45
表二 中文版發展協調問卷之各題項與總分相關係數…… 46
表三 中文版發展協調問卷之探索性因素分析結果……… 47
表四 研究二之人口學資料………………………………… 48
表五 加權後中文版發展協調問卷與布朗尼氏動作能力測驗及兒童
動作能力測驗之Pearson相關係數 （發展協調問卷總分去除第11及14）…………………………………………………………… 49
表六 加權後中文版發展協調問卷三種切點（10%、15%及低於平
均值1個標準差）之敏感性及特定性（採用兩個測驗作為黃
金標準，來檢驗「中文版發展協調問卷」之敏感性(sensitivity)
及特定性(specificity)，即當布朗尼氏動作能力測驗及孩童動作
能力測驗兩個測驗同時皆判定為DCD者才視為發展協調障礙
孩童，而其餘樣本為非發展協調障礙孩童）……………… 50
圖目次
圖一 中文版發展協調障礙問卷17題回答之頻率分佈圖… 1
圖二 中文版發展協調障礙問卷第14題之發展協調障礙組與非發展協調障礙組回答之頻率分佈圖……………………………… 2
圖三 中文版發展協調問卷之因素模式……………………
The factors influencing home participation and play in children with Autism Spectrum Disorders
No full text研究背景：泛自閉症光譜疾患 (Autism Spectrum Disorders, ASD)的主要特徵為社交及溝通上質的異常、局限性的興趣及高度重複性的行為。除以上核心症狀外，ASD兒童經常出現動作技巧及感覺處理功能的障礙，這些障礙亦會嚴重影響ASD兒童的家庭參與及遊戲。由於ASD兒童功能及障礙的複雜性，因此使用一個理論架構來幫助我們完整確認影響ASD兒童家庭參與及遊戲的影響因子是極為重要的。世界衛生組織 (World Health Organization, WHO)於2007年倡導使用「國際功能、失能與健康分類系統-兒童青少年版」(International Classification of Functioning, Disability and Health for Children and Youth, ICF-CY)的理論架構及專門術語來描述兒童健康及健康相關的狀態。ICF-CY是目前國際上最被推薦且包含面向最完整的理論架構，ICF-CY強調人類的功能，而非著眼於障礙，它說明疾病、功能、個人與環境間互動的關係。目前探討影響ASD兒童家庭參與及遊戲技巧相關因子的研究並未全面性地探討有關健康狀況、身體功能及構造、活動、個人及環境因素，而僅探討其中一至兩個面向的相關因素。探討影響ASD兒童玩興相關因子的研究則付之闕如。此外，之前研究樣本診斷的異質性較高，樣本的年齡範圍較廣，由嬰幼兒至青少年甚至成人。因此，本研究的個案將針對學齡前的ASD，且將ASD次分類當作分析時的獨立變項之一。
研究目的：本研究的目的為依據ICF-CY架構，探討影響學齡前ASD兒童在溝通、日常生活技巧、社會化、動作技巧等方面之家庭參與、遊戲技巧及玩興的影響因子，其影響因子包括ICF-CY中健康狀態、身體功能與構造、活動、參與、個人因素及環境因素。
研究方法：研究樣本為93名 (平均年齡54.15個月)，來自大台北及桃園地區的幼稚園、兒童復健科診所、發展中心、醫院之復健科或兒童精神科的ASD兒童。納入條件包括：(1) 兒童被兒童精神科醫師依據DSM-IV-TR診斷為自閉症(autistic disorder)、亞斯伯格症(Asperger disorder)或待分類的廣泛性發展障礙(Pervasive Developmental Disorder Not Otherwise Specified, PDD-NOS)；(2) 兒童年齡為3歲0個月至5歲11個月31天；(3) 兒童的家長或主要照顧者同意兒童參與此研究並簽屬同意書。排除條件包括：(1) 兒童有感覺功能的障礙，如視障或聽障，或兒童有嚴重的動作障礙會影響接受施測；(2) 兒童的主要照顧者無法以中文或台語溝通。符合收案標準且家長簽屬同意書的兒童將接受研究者一對一施測中文兒童心理教育量表-第三版 (Chinese Psychoeducational Profile- third edition, CPEP-3)。接受CPEP-3施測後，兒童將與研究人員或手足進行15至20分鐘的自由遊戲，另一名研究者將觀察兒童評估及自由遊戲時之表現並使用兒童自閉症評量表 (Childhood Autism Rating Scale, CARS)、兒童意志量表及玩興測驗 (Test of Playfulness, ToP)計分。同時，第三位研究者將使用中文版文蘭適應行為量表 (Vineland Adaptive Behavior Scale, VABS)訪談兒童之主要照顧者。所有評估及訪談結束後，將請主要照顧者填寫問卷，包括基本資料表、兒童行為調查問卷 (Child Behavior Checklist/1.5-5, CBCL/1.5-5)、中文版兒童氣質量表 (Behavior Style Questionnaire- Chinese, BSQ-C)、感覺處理能力剖析量表-簡短版 (Short Sensory Profile, SSP)、親職壓力量表-中文簡短版 (Parenting Stress Index- Chinese Short Form, PSI-CSF)、正向情緒指數 (Positive Affect Index)及特殊兒童家庭生活品質問卷 (Family Quality of Life Questionnaire for Young Child with Special Needs, FQoLQ-YCSN)，並請家長於兩周後將問卷寄回。
資料分析：針對兒童健康狀態、身體功能及構造、活動及參與、個人、環境因素等變項進行描述性統計及皮爾森相關 (Pearson Product Moment Correlation)分析。使用多重線性迴歸模式 (multiple linear regression models)探討影響學齡前ASD兒童家庭參與、遊戲技巧及玩興的相關因子，依變項分別包括VABS-C溝通、日常生活技巧、社會化、動作技巧領域、VABS-C遊戲及休閒次領域及ToP分數，獨立變項包括所觀察到ICF-CY中兒童健康狀態、身體功能及構造、活動及參與、個人及環境因素等變項。
結果：多重線性迴歸模式分析結果顯示，CPEP-3語言表達 (β=1.16, p<0.001)、SSP-C聽覺篩選 (β=1.36, p<0.001)、SSP-C不反應/尋求感覺刺激 (β=-1.02, p=0.009)、孩童的年齡(β=-0.62, p=0.001)及家中孩童的數目 (β=-4.67, p=0.038)是孩童溝通方面家庭參與 (VABS-C Communication)的預測因子，此模式可解釋60.3%的變異量。孩童PVQ-C (β=0.75, p<0.001)、SSP-C聽覺篩選 (β=1.05, p=0.002)、SSP-C不反應/尋求感覺刺激 (β=-0.94, p=0.005) 是日常生活技巧方面家庭參與 (VABS-C Daily Living Skills)的預測因子，且此模式可解釋32.4%的變異量。孩童的PEP-3情感表達 (β=1.18, p<0.001)、SSP-C聽覺篩選 (β=1.04, p<0.001)、BSQ-C堅持度 (β=0.57, p=0.013)、BSQ-C趨避性 (β=0.49, p=0.011)及家長社經地位為最低等級 (β=-14.00, p=0.048)是孩童社會化方面家庭參與 (VABS-C Socialization)的預測因子，且此模式可解釋47.5%的變異量。孩童的CPEP-3精細動作 (β=1.86, p<0.001)、BSQ-C情緒本質 (β=-1.15, p=0.003)、 BSQ-C適應度 (β=0.71, p=0.005)、孩童的年齡(β=-0.86, p<0.001)及是否有癲癇 (β=-18.68, p=0.031)皆是動作技巧方面家庭參與(VABS-C Motor Skills)的預測因子，且此模式可解釋39.5%的變異量。此外，孩童的CPEP-3認知口語表達 (β=0.15, p<0.001)、VABS-C日常生活技巧領域 (β=0.08, p=0.007)、BSQ-C堅持度 (β=0.18, p=0.016)及家長的PSI (β=-0.09, p=0.005)為孩童遊戲技巧 (VABS-C Play and Leisure Time)的預測因子，且此模式可解釋56.2%的變異量。孩童的CARS (β=-0.08, p<0.001)、PVQ-C (β=0.03, p=0.001)、VABS-C溝通領域 (β=0.01, p=0.006)、孩童年齡 (β=0.02, p=0.002)及家長社經地位為中低等級 (β=0.34, p=0.030)皆為玩興 (ToP)的預測因子，且此本模式可解釋80.5%的變異量。
結論：本研究為第一個依據ICF-CY架構，探討影響學齡前ASD兒童在溝通、日常生活技巧、社會化、動作技巧等方面之家庭參與、遊戲技巧及玩興的預測因子，其預測因子包括ICF-CY中健康狀態、身體功能與構造、活動、參與、個人因素及環境因素。本研究的結果可瞭解影響學齡前ASD兒童家庭參與、遊戲技巧及玩興的預測因子，且可協助臨床專業人員針對此預測因子訂定有效的治療目標及治療計畫，並可作為政府制定施政方針的參考。Background: Autism Spectrum Disorders (ASD) is characterized by qualitative impairments in communication and social interaction, along with restricted interests and repetitive behaviors. Besides the core symptoms, children with ASD often have various co-occurring problems such as deficits in motor skill and sensory processing, which may greatly hamper their participation and play skill acquisition. Participation in everyday occupations is essential to a child’s development, health, and well-being. Preschoolers’ participation mainly involves home situations. In addition, play is one of preschoolers’ primary occupations, through which they learn skills and develop competence. Because of the complex nature of problems in children with ASD, it is essential to use a framework to identify children’s functioning and disability from a holistic perspective and to examine the environmental barriers or facilitators to child’s functioning. The World Health Organization (WHO) advocates an uniform framework and terminology, the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY), for the description of health and health-related states. The ICF-CY is a holistic conceptual framework that not only focuses on disability but also on function and takes into account the interrelations of disease, function, person, and environment. To date, studies examining the factors influencing home participation and play skill acquisition in children with ASD only included factors from one to three specific dimensions of the ICF-CY without considering possible factors from all dimensions of the health condition, body function and structures, activities, person and environments simultaneously. In addition, no studies examined the playfulness and the predictors of playfulness in children with ASD. Thus, a study using the ICF-CY framework to investigate the predictors of home participation, play skills and playfulness in children with ASD is warranted. Moreover, the diagnosis subtypes of the participants in the previous studies were not considered, and the age of the participants expanded across a wide range, from preschoolers to adolescents. Therefore, this study was aimed at children with ASD at preschool age, and the subtypes of ASD were taken into account in data analysis.
Purposes: The purpose of this study was to investigate the factors influencing home participation in life situations involving communication, daily living activities, socialization, motor activities, along with play skills and playfulness in preschoolers with ASD. Furthermore, possible factors from the entire scope of the ICF-CY, i.e., the dimensions of health condition, body function and structures, activities and participation, person and environments were taken into account.
Method: A total of 93 preschoolers with ASD (mean age= 54.15 months) recruited from developmental centers, pediatric rehabilitation clinics, and child psychiatry and rehabilitation departments of general hospitals in the greater Taipei area and Taoyuan city participated in this study. The inclusion criteria included: (1) children were diagnosed with autistic disorder, Asperger disorder, or PDD-NOS by child psychiatrists based on the criteria in the DSM-IV-TR, (2) children’s age was 3- to 5- year-old, and (3) children’s parents or primary caregivers agreed to participate and provided the informed consent. Furthermore, children who had sensory or severe motor limitations or whose primary caregivers could not communicate in Mandarin or Taiwanese were excluded. The child with parental informed consent received a one-to-one assessment using the Chinese Psychoeducational Profile-third edition (CPEP-3). At the same time, another researcher rated the child’s behaviors using the Childhood Autism Rating Scale (CARS) and the Pediatric Volitional Questionnaire-Chinese version (PVQ-C). Meanwhile, the parent or primary caregiver was interviewed by a third researcher using the Vineland Adaptive Behavior Scale-Chinese classroom edition (VABS-C). After completing the CPEP-3, the child was observed both in free play by herself/himself and played with one researcher or the child’s sibling for 15 to 20 minutes. Meanwhile, another researcher observed the child’s playfulness using the Test of Playfulness (ToP). Afterwards, a package of questionnaires including a basic information questionnaire, the Child Behavior Checklist for Ages 1.5-5-Chinese version (CBCL-C/1.5-5), the Behavior Style Questionnaire-Chinese version (BSQ-C), the Short Sensory Profile-Chinese version (SSP-C), the Parenting Stress Index-Chinese Short Form (PSI-CSF), the Positive Affect Index (PAI) and the Family Quality of Life Questionnaire for Young Children with Special Needs (FQoLQ-YCSN) was given to parents who were asked to return questionnaires in two weeks.
Statistical analysis: Descriptive analysis and Pearson Product Moment Correlation analysis were performed for the observed variables in health condition, body function and structures, activity and participation, environmental and personal dimensions of the ICF-CY. Multiple linear regression models were fitted to identify the significant predictors of home participation, play skills and playfulness in children with ASD. The dependent variables included the Communication, Daily Living Skills, Socialization and Motor Skills domains, and the Play and Leisure Time subdomain of the VABS-C as well as the ToP. The independent variables included all the observed variables in health condition, body function and structures, activity and participation, environmental and personal dimensions of the ICF-CY.
Results: Multiple stepwise linear regression models revealed that the CPEP-3 Expressive Language (β=1.16, p<0.001), SSP-C Auditory Filtering (β=1.36, p<0.001) and Underresponsive/Seeks Sensation (β=-1.02, p=0.009), children’s age (β=-0.62, p=0.001) and the number of children in the family (β=-4.67, p=0.038) were the significant predictors of home participation in communication (VABS-C Communication) in preschoolers with ASD. The model accounted for 60.3% of the variance. Children’s PVQ-C (β=0.75, p<0.001), SSP-C Auditory Filtering (β=1.05, p=0.002) and Underresponsive/Seek Sensation (β=-0.94, p=0.005) were the significant predictors of their participation in daily living activities (VABS-C Daily Living Skills). The model explained 32.4% of the variance. Children’s CPEP-3 Affective Expression (β=1.18, p<0.001), SSP-C Auditory Filtering (β=1.04, p<0.001), BSQ-C Persistence (β=0.57, p=0.013) and Approachability (β=0.49, p=0.011) and their parental socioeconomic status in lower class (β=-14.00, p=0.048) were the significant predictors of their participation in socialization (VABS-C Socialization). The model accounted for 47.5% of the variance. Children’s CPEP-3 Fine Motor (β=1.86, p<0.001), BSQ-C Mood (β=-1.15, p=0.003) and Adaptability (β=0.71, p=0.005), children’s age (β=-0.86, p<0.001) and having seizure (β=-18.68, p=0.031) were the significant predictors of their participation in motor activities (VABS-C Motor Skills). The model explained 39.5% of the variance. With regard to play skills (VABS-C Play and Leisure Time), children’s CPEP-3 Cognitive Verbal/ Preverbal (β=0.15, p<0.001), VABS-C Daily Living Skills (β=0.08, p=0.007), BSQ-C Persistence (β=0.18, p=0.016), and parental PSI (β=-0.09, p=0.005) were the significant predictors. The model accounted for 56.2% of the variance. Children’s CARS (β=-0.08, p<0.001), PVQ-C (β=0.03, p=0.001), VABS-C Communication (β=0.01, p=0.006), children’s age (β=0.02, p=0.002) and their parental socioeconomic status in lower middle class (β=0.34, p=0.030) were the significant predictors of their playfulness (ToP). The model explained 80.5% of the variance.
Conclusions: This study is the first one to examine the factors influencing home participation in life situations involving communication, daily living activities, socialization, motor activities, as well as play skills and playfulness in preschoolers with ASD using the ICF-CY framework by considering the possible factors from all dimensions of the ICF-CY. Results of this study can benefit professionals when setting appropriate treatment goals and designing effective interventions, and serves as a guide for the government to make appropriate policies for preschool children with ASD
Tu Fu, Yuan Chieh, and the Poets of the Ch'ieh-chung-chi
No full textThe sudden upsurge of poetic spirit was a major factor in the flowering of poetry that marked the height of the T'ang. Among the men who, in the name of traditionalism, worked to encourage this revival of the poetic spirit, one of the most influential was Tu Fu's friend Su Yüan-ming 蘇源明 (d. 764). During the latter years of his stay in Ch'ang-an (754-758), Tu Fu became associated with Su Yüan-ming's traditionalist group, and was greatly influenced by them. Among the members of the group were Yüan Chieh 元結 (719-772) and the other poets represented in the anthology which Yüan Chieh compiled, entitled Ch'ieh-chung chi 篋中集. Yüan Chieh in particular enjoyed a close friendship with Su Yüan-ming. Tu Fu seems to have had no direct association with Yüan Chieh, but he was friendly with four of the Ch'ieh-chung-chi poets. The present paper discusses the connections between Yüan Chieh's associates and Tu Fu, and attempts to determine what influence they had on Tu Fu's work. The author has concentrated particularly upon the possible connections between Tu Fu's "San li" 三吏 "San pieh" 三別 and the twelve poems in Yüan Chieh's "Hsi-yüeh-fu" 系樂府. Among the latter, that entitled "Ch'ung-ling hsing" 春陵行 appears to have had a very significant influence on Tu Fu's late works
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