| Summary: | 碩士 === 國立嘉義大學 === 家庭教育研究所 === 95 === The purpose of the research is to explore the factors which effect the mentally retarded students’ adaptive behavior, to understand the effects of different background variables on the process of parental adaption and the adaptive behavior of the mentally retarded students, and, furthermore, to analyze the differences between the mentally retarded students’ adaptive behavior and parental adjustment. The data were collected by questionnaires through purpose sampling. The samples were the mentally retarded students in elementary schools in Taiwan. The instruments of this study are the Baisha Adaptive Behavior Scale, the Parental Adjustment Process Denial Scale , the Parental Adjustment Process Anger Scale , the Parental Adjustment Process Bargaining Scale , the Parental Adjustment Process Progress Depression Scale ,and the Parental Adjustment Process Acceptance Scale. The following results of this study were analyzed statistically with descriptive statistics, clustering analysis ,t-test, one way ANOVA , and regression analysis.
1. The parental adjustment process showed no significant difference in the variables of parents’ ages and both students’ genders and ages.
2. There were significant differences in the degrees of denial, anger, bargaining and acceptance in parental adjustment process with different parents’ professions, and levels of education.And the degrees of denial,anger, and depression in parental adjustment process were significantly differences with different parents’ marriage relationship. The degrees of anger and bargaining in parental adjustment process showed significant differences with different students’ levels of retardation. Whether parents participated in the parents’ community and believed in different religions significantly influenced the denial and acceptance during the adjustment process.
3. The mentally retarded students’ adaptive behavior was significantly different with students’ levels of retardation and ages, their parental adjustment process. Students’ working ability, social skills, and communication skills were significantly different with different genders
4.The mentally behavior of mentally retarded students in elementary schools was predictable in terms of parents’ academic background, students’ levels of retardation and their ages, while the ability of independence was predictable in terms of religion, and the communicative and social ability was predictable in terms of anger during the parental adjustment process.
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