本研究旨在探討就讀於幼兒園之發展遲緩兒其活動參與的情形，本研究分為三個研究目的。第一個研究目的為編制一份觀察者能易於使用的幼兒園活動參與量表並考驗其信效度。第二個研究目為探討發展遲緩兒與同儕之活動參與差異情形。第三個研究目的為探討發展遲緩兒在各活動之活動參與和教師行為間的關係。
第一個研究目的所編製的評量表，以幼兒園的四個活動為主要觀察情境，包含團討、繪畫、團體遊戲及自由遊戲等四個活動。採用錄影方式收集每位幼兒在四種活動的表現，由經過訓練的評分者觀看幼兒參與的影片，同時評量與紀錄幼兒的參與表現。共有169位一般幼兒及特殊幼兒參與正式量表的編製。評量表分為專注、回應、合適行為與互動等四個向度，各活動均可觀察專注、回應、及合適行為等向度，而僅有自由遊戲活動可觀察互動向度。
信度考驗為評分者同意度需超過0.8 以上；在效度考驗上，以探索性因素分析進行量表的預試與選題，以AMOS 軟體進行正式量表的二階驗證性因素分析確認量表的四個向度，另外，本量表與文蘭適應行為量表進行同時效度考驗。
第二個研究目的以30對3-6歲就讀幼兒園之發展遲緩兒與其同儕參與研究，以多變量統計法進行分析，結果顯示發展遲緩兒在各活動的回應及互動表現上均顯著低於同儕，但是在專注與合適行為表現上，發展遲緩兒未表現得比同儕差。發展遲緩兒在團討活動的回應表現顯著低於其他活動的回應表現。
第三個研究目的分別探討30位3-6歲發展遲緩兒之活動參與及其教師互動行為關係，以及20位3-6歲發展遲緩兒之活動參與及教師調整策略間的關係。以典型相關統計法作資料分析。結果顯示團討與繪圖活動之教師互動行為與幼兒各參與向度間無典型相關存在，但團遊與自由活動則有典型相關存在。團遊活動之教師控制行為與幼兒的合適行為向度產生負向的高相關，而教師的溫暖及要求行為與幼兒的合適行為僅有負向的中低相關；自由活動之教師控制行為、回應方式、要求及提問行為與幼兒的合適行為向度產生負向的高相關，而教師的教導行為與幼兒的合適行為僅有負向的低相關。
教師的調整策略如:調整活動內容、教材與器材、額外協助、及教學方式等與幼兒的專注與回應向度產生負向的高相關，但與幼兒的合適行為僅達低相關。
本研究獲得以下結論: 1. 「幼兒園活動參與量表」具有信效度，可適於巡迴專業人員使用。2. 發展遲緩兒在回應與互動表現上，顯著低於一般幼兒，但在專注與合適行為表現上，卻未必較一般幼兒差。發展遲緩兒的參與表現會因活動性質不同而有差異。3. 教師互動行為在部分遊戲活動上與幼兒參與表現有相關，而教師調整策略與幼兒的專注與回應表現有相關。

This study was to investigate the activity participation of children with developmental delay (DD) in early childhood settings. There were three purposes designed in the study. The first purpose was to develop and validate the “The Preschool Activity Participation Measurement (PAPM)” utilized by the professionals. The second purpose was to examine the difference of activity participation between children with DD and their peers. The third purpose was to explore the relationship between the children’s activity participation and teacher’s behavior.
The result of the first purpose revealed that the PAPM was designed to observe four activities in the early childhood settings, including circle time, drawing, games, and free play. The data were collected through videotaping Children’s activity participation in four activities. There were 169 children with typical development and developmental delay participated in the study. A trained rater watched and assessed children’s activity participation through the videotapes.
The instrument was composed of four dimensions, including attention, response, and behaviors in each activity, and interaction only in the free play activity. The agreement of inter-rater reliability has to pass over 80%. The validation process included as follows: the item revision through exploratory factor analysis, the confirmatory factor analysis through AMOS software, and the concurrent validity being conducted by a criterion measure—Vineland Adaptive Behavior Scale.
There were 30 pairs of children with DD and their peers participated in the second part of the study. The multivariate analysis was conducted. The result indicated that children with DD demonstrated significant lower scores than their peers on the manifestations of response and interaction, yet, showed the similar performance on the manifestations of attention and behaviors. In addition, children with DD demonstrated significant lower scores in circle time than in the other activities.
Thirty children with DD and their teachers were explored the relationship between children’s activity participation and teacher’s behaviors, and 20 children with DD were examined the relationship of activity participation and curriculum modifications in the third part of the study. The canonical correlation was used to explore the relationship. The result showed that there was no canonical correlation existed in circle time and drawing, nonetheless, the canonical correlation existed in games and free play. In games, the teachers’ control behaviors were negatively and highly correlated with children’s behaviors. In addition, teachers’ warm and request behaviors had only a negative and median to low correlation with children’s behavior. In the free play, teachers’ control, response, request, and question behaviors were negatively and highly correlated with children’s behaviors. The teachers’ teaching behavior had only a negative and low correlation with children’s behavior.
The curriculum modifications including the adaption of curriculum content, materials and equipment, extra assistance, and teaching style had a negative and high correlation with children’s attention and response, but only had a low correlation with children’s behaviors.
In conclusion, the PAPM is a reliable and valid instrument, which can be assessed by iterative professionals. Children with DD were significantly less responsive and interactive than their peers, yet, were attentive and properly behaved no less than their peers. The activity participation of children with DD was related to the context of the activity. The teacher’s behaviors were correlated with the activity participation of children with DD in a few activities, and, the curriculum modifications were correlated with the attention and response of children with DD.

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