本研究探討國中聽覺障礙學生與聽力正常學生在視覺-動作統整能力表現是否有差異。研究參與者為國中聽覺障礙學生與國中聽力正常學生各20名，兩組學生的性別與年級相配對。本研究使用「托尼非語文智力測驗再版之普及版甲式」、「拜瑞-布坦尼卡視覺-動作統整發展測驗」及「魏氏兒童智力量表第四版」處理速度指數三項測驗進行測試，透過統計分析檢驗兩組在視覺-動作統整能力的表現是否有差異，分析視覺-動作統整能力正確度與速度之間的相關性，並探討不同性別、年級、聽力損失程度、父母聽力狀況及教育安置等背景因素之聽覺障礙學生的視覺-動作統整能力差異情形。本研究的主要結果如下：
一、國中聽覺障礙學生與聽力正常學生在「拜瑞-布坦尼卡視覺-動作統整發展測驗」之「視覺-動作統整」主測驗得分無顯著差異，顯示兩組學生的視覺-動作統整能力正確度無顯著差異。
二、國中聽覺障礙學生與聽力正常學生在「魏氏兒童智力量表第四版」處理速度指數組合分數有顯著差異，顯示國中聽覺障礙學生較聽力正常學生在視覺-動作統整能力的速度表現較差。
三、以20名國中聽覺障礙學生和40名全體參與者的相關分析比較，發現視覺-動作統整能力在正確度與速度間的關聯性未達顯著。而「拜瑞-布坦尼卡視覺-動作統整發展測驗」各測驗間有內部相關；「魏氏兒童智力量表第四版」處理速度指數各分測驗間亦有內部相關，顯示運用這兩項工具測量聽覺障礙學生的視覺-動作統整能力的正確度與速度有一定程度的信效度。
四、不同性別、年級、聽力損失程度、父母聽力狀況與教育安置的國中聽覺障礙學生在視覺-動作統整能力的正確度和速度皆無顯著差異。
本研究利用標準化的測量工具，綜合研究結果，顯示視覺-動作統整能力兩組在正確度沒有顯著差異，國中聽覺障礙學生在視覺-動作統整能力速度表現較弱，因此建議在教學上宜對視覺訊息量呈現應酌量，並將學習步調放慢，確定聽覺障礙學生吸收理解教學內容後再進行新的學習內容，或許可幫助他們提升視覺-動作統整能力速度，且在學業成就表現漸有進步，以避免在學習與生活適應上產生困難。

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.

參考文獻
王亦榮、杞昭安、李乙明、李永昌、胡永崇、洪榮照、徐享良、陳政見、陳訓祥、黃世鈺、張昇鵬、錡寶香、謝建全（2000）：特殊兒童鑑定與評量。臺北：師大書苑。
行政院（2013）：身心障礙鑑定類別、鑑定向度、程度分級及其基準。行政院公報，衛生勞動篇，19，146 。
行政院衛生署（2008）：身心障礙等級，中華民國九十七年七月一日衛署照字第O九七二八OO一五三號公告修正。
杜正勝（2007）：解開孩子成長的密碼—0-6歲嬰幼兒發展手冊。臺北：教育部。
杞昭安（1992）：國小兒童圖形認知之研究。特殊教育學報，7，219-265。
杞昭安（1997）：聽覺障礙兒童圖形認知發展之研究。特殊教育與復健學報，5，199-225。
身心障礙及資賦優異學生鑑定辦法（2012）：中華民國一O一年九月二十八日臺參字第一0一0一七三0九二C號令發布。
吳忠芳、王順正、林玉瓊、莊泰源、林正常（2000）：長跑選手無氧跑步能力判定法之比較研究，體育學報，28，369-378。
吳武典、胡心慈、蔡崇建、王振德、林幸台、郭靜姿（2006）：托尼非語文智力測驗指導手冊。臺北：心理。
林寶貴（1989）：聽覺障礙兒童教育。臺北：復文。
林寶貴（1994）：聽覺障礙教育與復健。臺北：五南。
林寶貴、李真賢（1987）：聽覺障礙學生國語能力之研究，教育學院學報， 13，1-29。
宣崇慧（2000）：學前聽障及聽常兒童讀寫能力與口語發展能力之探究。國立台灣師範大學特殊教育研究所碩士論文，未出版，臺北。
洪清一（1998）：知覺-動作歷程、評量與訓練方案之研究。特殊教育與復健學報，6 ，213-238 。
孫世恆、林秀真、吳昇光、張玲瑛（2000）：學齡前聽障兒童的靜態平衡能力—初步研究。物理治療，25 ，88-95 。
高桂足、林鎮坤、林世澤譯（2009）：發展性適應體育（Horvat, Michael; Eichstaedt, Carl B; Kalakian, Leonard H; Croce, Ron著：Developmental Adapted Physical Education: Making Ability Count）。臺北：五南。
許天威（1986）：學習障礙者之教育。臺北：五南。
許慧珍（2007）：聽覺障礙學童之視覺動作功能表現探討。國立成功大學職能治療研究所碩士論文，未出版，臺北。
梁丹丰（1986）：繪畫世界無殘障。特殊教育季刊，21，2-4。
梅芙生（1993）：對手語、聽障教育、福利問題的思考。兩岸聾人手語交流暨殘障福利實務研討會，17-20。
梅錦榮（1998）：神經心理學。臺北：桂冠。
張英鵬（1996）：感覺運動訓練方案對國小語文學習障礙兒童感覺動作能力、語文學習與人際關係之影響。國立臺灣師範大學特殊教育研究所博士論文，未出版，臺北。
張春興（2001）：現代心理學。臺北：東華。
張蓓莉（1981）：臺北市聽覺障礙兒童之智力結構。特殊教育季刊，2，24-31。
張蓓莉（1981）：聽覺障礙學生智力結構。師大學報，26，333-352。
張蓓莉（1989）：聽覺障礙學生之語言能力研究。特殊教育研究學刊，5，165-204。
張蓓莉（2000）：聽覺障礙學生輔導手冊。臺北：教育部特殊教育工作小組。
張蓓莉（2003）：聽覺障礙學生學習特質與需求。聽障教育，2，7-19 。
張慧敏（2006）：6-7歲無明顯障礙早產孩童感覺動作發展狀況之探討。國立臺北教育大學特殊教育學系碩士論文，未出版，臺北。
黃瑞珍（1978）：聽覺障礙學生的診斷測驗。師友月刊，132，36-40。
黃莉婷、陳張榮（2011）：聽障者動作發展與平衡能力。大專體育，113，70-76。
曾美惠（1993）：曾氏寫字問題檢核表之因素效度。職能治療學會雜誌，11，13-27。
靳彥鋐（2011）：國民中小學語文型與非語文型學習障礙學生在魏氏兒童智力量表四版（WISC-IV）表現特徵之研究。國立新竹教育大學特殊教育研究所碩士論文，未出版，新竹。
楊文凱（1993）：智能不足兒童知覺動作技能的訓練。特教園丁，8（3），28-31。
廖華芳（2004）：小兒物理治療。臺北：禾楓。
劉鴻香、陸莉（1997）：拜瑞-布坦尼卡視覺-動作統整發展測驗指導手冊。臺北：心理。
陳美文（2002）：國小讀寫困難學生認知能力之分析研究。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北。
陳榮華、陳心怡（2007）：魏氏兒童智力量表第四版測驗指導手冊。臺北：中國行為科學社。
陳榮華、陳心怡（2007）：魏氏兒童智力量表第四版測驗技術與解釋手冊。臺北：中國行為科學社。
錡寶香（2011）：聽力損失幼童的早期讀寫萌發與支持。國小特殊教育，52，1-14。
蕭金土、許天威（1999）：綜合性非語文智力測驗之修訂研究。特殊教育學報，13，367-394。
Adam,J.J.(1996).Perception-action coupling in choice reaction time tasks.Human Movement Science,15,511-519.
Ammons, D. K., & Miller,M.S.(1994). Sports, deafness and family. In C. J. Erring, R. C. Johnson, D.L. Smith, & C. S. Bruce (Eds.), The deaf way: Perspectives from the international conference on deaf culture. Washington, DC: Gallaudet University Press.
Amundson,S.J.(2005). Prewriting and handwriting skills. In J. Case-Smith (Ed.),Occupational therapy for children,5th ed., 587-610. St. Louis: Mosby.
Aylward,G.P.(2002).Cognitive and neuropsychological outcomes：more than IQ Scores.Mental Retardation and Developmental Disabilities,8,234-240.
Ayres,J.(1976).The effect of sensory integration therapy on learning disabled children.Los Angeles：University of Southern California.
Bavelier,D.,Tomann, A., Hutton, C.,Mitchell, T.,Corina, D.,Liu, G.,& Neville,H.(2000). Visual attention to the periphery is enhanced in congenitally deaf in dividuals.Journal of neuroscience, 20(17), RC93.
Brenda,S.(1996). An interesting overview of emergent literacy and an attempt to answer the question “ What is the best way to teach literacy to young children?”: A review of the research and literature on emergent literacy.(ERIC:ED397959)
Bulkin D.A., & Groh J.M.(2006).Seeing sounds：visual auditory and interactions in the brain. Current Opinion in Neurobiology,16(4),415-419.
Burns,T.G.,& O’Leary, S.D.(2004). Wechsler intelligence scale for children-IV: Test review. Applied Neuropsychology, 11(4),233-236.
Butterfield, S.(1991). Influence of age, sex, hearing loss, and balance on development of running by deaf children. Perceptual & Motor Skills, 73(2),624-626.
Butterfield,S.,& Ersing, W.(1986). Influence of age, sex, etiology, and hearing loss on balance performance by deaf children. Perceptual & Motor Skills, 62(2),659-663.
Butterfield, S.,& Ersing, W.(1988). Influence of age, sex, hearing loss and balance on development of catching by deaf children. Perceptual & Motor Skills, 66(3), 997-998.
Butterfield,S.,Lehnhard,R.,Martens, D.,& Moirs, K.(1998). Kinematic analysis of a dynamic balance task by children who are deaf. Clinical Kinesiology,52(4), 72-77.
Case-Smith,J.(1996). Fine motor outcomes in preschool children who receive occupational therapy services. American journal of occupational therapy, 50(1), 52-61.
Clarke,B.R.,& Leslie,P. T.(1971). Visual-motor skills and reading ability of deaf children. Perceptual and motor skills, 33, 263-26.
Cornhill, H.,& Case-Smith, J.(1996). Factors that relate to good and poor handwriting. American journal of occupational therapy, 50(9), 732-739.
Erber,N.P.(1982).Auditory training.Washington,DC:Alexander Graham Bell Association for the Deaf.
Erden,A.,Otman,S.,& Tunay,V.B.(2004). Is visual perception of hearing-impaired children different from healthy children ? International journal of pediatric otorhinolaryngology, 68(3),281-285.
Flanagan,D.P.,& Kaufman A.S.(2009). Essentials of WISC-IV Assessment ,2nd ed. Hoboken, N.J. : John Wiley & Sons.
Gagne,R.M.(1985) .The condition of learning and theory of instruction.N.Y.：Holt,Rinehart & Winston.
Geddes,D. (1978). Motor development profiles of preschool deaf and hard-of-hearing children. Perceptual & Motor Skills, 46(1), 291-294.
Getman,G.(1965).The visuomotor complex in the acquisition of learning skills.In J.Hellmuth(Eds),Learning Disorders:Vol.1,Seattle,WA:Special Child Publications.
Getchell,N.(2007).Developmental aspects of perception-action coupling in multi-limb coordination:rhythmic sensorimotor synchronization.Motor Control,11(1),1-15.
Kathleen,M.N.(2001).Life span motor development.3nd ed.Champaign ,Human Kinetics Publishers.
Kephart,N.C.(1971).The Slow learners in the classroom.Ohio：Merrill Publishing Co.
Maeland,A.F.(1992) .Handwriting and perceptual-motor skills in clumsy,dysgraphic,and normal children.Perceptual and Motor Skills,75,3(Pt2),1207-1217.
Marjean,T.K., & Jennifer,M.S.(2003). Clinical value of the Berry Visual-MotorIntegration Supplemental Tests of Visual Perception and Motor Coordination. Optometry and vision science, 80(4), 312-315.
Mao,H.F.(1995). Performance of Chinese children in Taiwan on Berry’s VMI Test.Journal of occupational therapy association ROC, 13, 13-24.
Myklebust,H.R.(1964).The psychology of deafness,2nd ed.New York：Grune&Stratton.
Rettenbach, R., Diller, G., & Sireteanu, R.(1999). Do deaf people see better? Texture segmentation and visual search compensate in adult but not in juvenile subjects. Journal of cognitive neuroscience, 11(5), 560-583.
Rine R.M.,Lindeblad S. Donovan P.,Vergara,K.,Gostin,J., & Mattson, K.(1996). Balance and motor skills in young children with sensorineural hearing impairment: A preliminary study. Pediatric Physical Therapy, 8(2), 55-61.
Ross,D.J.(1997).A multilevel approach to the study of motor control and learning.Allyn Bacon.
Rothpletz A.M., Ashmead,D.H.,& Thorpe,A. M.(2003). Responses to targets in the visual periphery in deaf and normal-hearing adults. Journal of speech, language, & hearing research, 46(6), 1378-1386.
Seidel,A.C.(2003). Rehabilitative frame of reference. Willard and Spackman’s Occupational therapy,10 th ed,238-240. Philadelphia: Lippincott Williams & Wilkins.
Siegel,J.C.,Marchetti,M.,& Tecklin,J.S.(1991).Age-related balance changes in hearing-impaired children. Physical Therapy, 71(3), 183-189.
Sikora,D. M.,& Plapinger,D. S.(1994). Using standardize psychometric tests toidentify learning disabilities in students with sensorineural hearing impairments. Journal of learning disabilities, 27(6), 362-369.
Slavin,R.E.（1988）.Educational Psychology：Theory into practic.,2nd ed,Englewood Cliffs,N.J.：Prentice Hall.
Stivalet,P., Moreno,Y., Richard,J., Barraud,P.A.,& Raphel, C. (1998). Differences in visual search tasks between congenitally deaf and normally hearing adults. Brain Research, 6(3), 227-232.
Thorpe,A.M.,Ashmead,D.H.,& Rothpletz,A.M.(2002). Visual attention in children with normal hearing, children with hearing aids, and children with cochlear implants. Journal of speech, language, & hearing research, 45(2), 403-413.
Tseng,M.H.(1993a). Factorial validity of the Tseng handwriting problem checklist .Journal of occupational therapy association ROC, 11, 13-27.
Tseng,M. H.(1993b). Concurrent validity of the Tseng handwriting problem checklist.Journal of occupational therapy association ROC, 11, 29-41.
Tseng,M.H.,& Cermak,S.A.(1993). The influence of ergonomic factors and perceptual-motor abilities on handwriting performance. American journal of occupational therapy, 47(10), 919-926.
Tseng,M.H.,& Chow,S.M.K.(2000). Perceptual-motor function of school-age children with slow handwriting speed. American journal of occupational therapy, 54, 83-88.
Tseng,M.H.,& Murray,E.A.(1994). Differences in perceptual-motor measures in children with good and poor handwriting. The occupational therapy journal of research,14, 19-36.
Warren,M.(1996). Evaluation and Treatment of visual deficits.In L.W.
Weil,M.J.,& Amundson,S.J.(1994). Relationship between visual-motor and handwriting skills of children in kindergarten. American journal of occupational therapy,48(11), 982-988.
Williams,P.E.,Weiss,L.G., & Rolfhus, E.(2003). Theoretical model and test blueprint (WISC–IV Technical Report No.1) .
Winnick,J.P.(1990).Adapted physical education and sport.Illinois:Human Kinetics Books.