The Ability of Visual-Motor Integration in Junior High School Students with Hearing Impairment

• Main Authors: Chang, Chiu-Ping, 張秋萍
• Other Authors: Liu, Huei-Mei
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/14825789714905813959

碩士 === 國立臺灣師範大學 === 特殊教育學系 === 103 === The purpose of this study was to investigate whether there were any differences between hearing impaired students and normal ones in terms of the ability of visual-motor integration. There were 20 hearing impaired students and hearing students in this study. The gender and grade were matched between the two groups. In this study, the ability of visual-motor integration of each student was assessed with the Test of Nonverbal Intelligence-Third Edition, Berry-Buktenica Development Test of Visual-Motor Integration, and PSI in Wechsler Intelligence Scale for Children-Fourth Edition, WISC-IV. The statistic analyses were conducted to examine the difference of visual-motor integration abilities between two groups, and the relationship between accuracy and processing speed of visual-motor integration. In addition, the influence of background variables, such as gender, grade, degree of hearing loss, parents’ hearing conditions, and educational placement, on the accuracy and processing speed of visual-motor integration were also examined. The main results of this study were as follows: 1.Hearing impaired students and age-matched peers performed similarly in " Berry-Buktenica Development Test of Visual-Motor Integration " . There were no significant differences in visual-motor integration accuracy between two groups. 2.Hearing impaired students performed significantly poorer than their age-matched peers on the processing speed index Composite scores in "Wechsler Intelligence Scale for Children-Fourth Edition, WISC-IV". 3.The correlation analysis of visual-motor integration capabilities and processing speech were examined for the 20 hearing impaired students and all of the 40 participants. The results of correlational analyses showed that there were no significant correlations. However, there were consistent internal correlations between the subtests of "Berry-Buktenica Development Test of Visual-Motor Integration" and the processing speed index score in "Wechsler Intelligence Scale for Children-Fourth Edition, WISC-IV " . This suggested that using both of these tools to measure the visual -motor Integration capacity and processing speed in students with hearing impairment was valid. 4.There were no significant influence of the background variables, such as gender, grade, degree of hearing loss, parents’ hearing conditions, educational placement of students with hearing impairment on visual-motor integration accuracy and processing speed. To sum up, this study employed various standardized tests to assess the visual-motor integration capabilities and processing speed in both groups, and the results showed no significant differences in accuracy, but junior high school students with hearing impairment did performed poorer than the age-matched peers on the processing speed of visual-motor integration .Suggestions regarding the future study and teaching modifications for students with hearing impairment were discussed.