特殊教育專業團隊之兒童職能治療師是以學校為基礎的介入，而職能治療師則是以臨床為基礎的介入方式養成，本文旨在檢視兒童職能治療師從醫院系統轉換到學校系統時應具備的專業知識與能力。因此，本研究將建置一份具有信度與效度之「特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表」，並分析治療師對於各項專業知能其認為重要程度情形與自我具備的情況及尚應具備哪些專業知能與其建構方式。本研究採調查研究法之分層隨機抽樣設計，研究對象為現下或曾在特殊教育專業團隊中服務過學齡前兒童之職能治療師，自編檢核表經專家評鑑後建立內容效度形成初稿，提供線上表單進行調查，收集資料後進行卡方適合性檢定、項目分析及因素分析，建立檢核表之信度與效度，即完成正式版「特殊教育專業團隊兒童職能治療師之專業知能檢核表」。結果顯示正式版檢核表共有四個向度共69題，全表及各向度之內部一致性之α值介於.887至.984間，內容效度經六位專家評鑑審題CVI值均為1.0，建構效度以探索性因素分析建立，其重要程度與具備程度及全量表可解說的變異量為58.389%到52.627%，顯示本檢核表具有良好信度與效度。結果發現重要程度四個向度平均數皆達4以上，代表各向度內之檢核項目皆屬重要。但具備情況各向度之平均數皆低於重要程度，顯示特殊教育專業團隊兒童職能治療師對於各向度之專業知能雖具備但仍出現不足夠之情形。正式版「特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表」是一份具有信度及效度的檢核表，能應用在現下及未來進入特殊教育專業團隊服務學齡前兒童的職能治療師身上，此表能讓兒童職能治療師檢視自身專業知能的情況、協助從醫療模式進入到學校模式之專業角色轉變及瞭解學校團隊合作的方式進行外，也能讓治療師充實不足之自我專業知識與能力，以滿足特殊教育專業團隊對學齡前兒童職能治療師的期望。

Pediatric occupational therapists (OTs) in the special education professional team are part of school-based interventions, while OTs work through clinical-based interventions. The purpose of this paper is to examine the professional knowledge and competency that Pediatric OTs should possess when they switch from the hospital to the school system. This study will build a reliable and valid "Professional Knowledge and Competency Checklist for Pediatric OTs in School-Based Special Education Professional Teams." It will also analyze the importance of each professional knowledge and possessed situation of the therapist, what professional knowledge should be possessed, and how to achieve it. This study adopts the stratified random sampling design of the survey research method. The subjects are OTs who have served preschool children in the special education professional team. The self-compiled checklist was evaluated by experts, and the content validity was established to form the first draft, and the investigation is conducted on the Internet. The checklist will be finalized after establishing its reliability and validity prescription suitability verification, project analysis, and factor analysis. The checklist has a total of 69 questions in four dimensions. According to the results, the alpha value of the whole checklist and the internal consistency of each dimension is between .887 and .984, and the content validity is evaluated by six experts. To conclude, the checklist can be reliably applied to pediatric OTs entering the special education professional team. It allows pediatric OTs to review their own professional knowledge, assist in the transformation of professional roles from the hospital to the school system, and understand the use of teamwork. It also allows them to improve their professional knowledge and competency.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞解釋 6
第二章 文獻探討 9
第一節 特殊教育專業團隊與兒童職能治療師 9
第二節 學齡前兒童職能治療師之專業知能探討 13
第三節 兒童職能治療服務的服務傳遞模式與現今醫學傳遞服務模式 29
第三章 研究方法 33
第一節 研究架構 33
第二節 研究對象 34
第三節 研究程序 35
第四節 研究工具 39
第五節 資料處理與分析 46
第四章 研究結果 49
第一節 敘述性統計分析 49
第二節 項目分析 56
第三節 探索式因素分析 60
第四節 特殊教育專業團隊學齡前兒童職能治療師對自我專業知能重要程度與具備程度之分析 66
第五節 開放式題項的歸納與整理 85
第六節 檢核表編制結果 89
第五章 結論與建議 93
第一節 研究結果討論 93
第二節 結論 97
第三節 研究限制與建議 102
參考文獻 …...………………………….……………………………………………..103
中文部分 103
英文部分 106
附錄　…………………………………………………………………………………..113
附錄一　專業審查意見彙整 113
附錄二　專家內容效度審議專業知能檢核表 137
附錄三 特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表初稿 149
附錄四 正式「特殊教育專業團隊學齡前兒童職能治療師之專業知能檢核表」 156
附錄五　專家同意公開姓名確認書 160

中文部分
內政部（1997a）。身心障礙者保護法。
內政部（1997b）。特殊教育法。
內政部（1997c）。職能治療師法。
內政部（2015）。特殊教育支援服務與專業團隊設置及實施辦法。
內政部（2019）。特殊教育法。
內政部（2020）。最新統計指標－新生兒出生人數【原始數據】。
　　　取自https://www.moi.gov.tw/cp.aspx?n=602&
王天苗（2003）。特殊教育相關專業服務作業手冊。教育部特殊教育工作小組。
王菁憶、汪佳陽、李亞霖、汪宗燁、阮心怡、卓柏宏、林宥岑、徐宛伶、陳玥岑、陳昱瑋、陳柏維、陳郁婷、黃鈞鈴、葉怡伶、葉修辰、謝雅琳（譯）（2012）。兒童職能治療-第六版。（原作者：Case-Smith, J., & O’Brien, J. C.）臺北市：臺灣愛思唯爾。（原著出版年：2010）。
何淑萍、邱于容、蔡珮緹（2008）。專業團隊運作之省思。 特教論壇，4， 47-55。
杜正治（2020）。親師合作方案與相關專業服務團隊。載於林敬堯（總編輯），特殊教育導論（121-142 頁）。臺北市：心理出版社。
汪宜霈、王志中（2002）。高雄市身心障礙兒童專業團隊中之職能治療。職能治療學會雜誌，20，75-94。
社團法人臺灣職能治療學會（2019）。職能治療核心能力。
林秀慧、佘永吉（2020）。桃園市特殊教育教師參與特殊教育專業團隊服務現況之研究。身心障礙研究季刊，18（1），58-81。
林巾凱、曾美惠（2001）。 小兒職能治療評估工具之調查。台灣醫學，5（6）， 636-644。
林相君（2011）。小兒物理治療師早期療育專業知能之調查研究--以臺北市新北市為例（未出版碩士論文）。國立臺北教育大學，臺北市。
卓柏宏（譯）（2012）。評估的目的、過程與方法（212-215頁）。兒童職能治療-第六版（原作者：Katherine B. S.）。臺北市：臺灣愛思唯爾。（原著出版年：2010）。
林鋐宇、甘蜀美與陳瑄妮（2006）。醫院治療師介入學校系統之現況與省思。身心障礙研究季刊，4（2），97-118。
洪佳慧、潘乙伶（2019）。在實作中發展素養：以STM為基礎之職能治療課程設計與成效。職能治療學會雜誌，37（1），102-131。
張婉嫈、黃慶凱、卓柏宏、傅中珮（2020）。發展臺灣職能治療學生兒童職能治療 領域核心能力之初探性研究。職能治療學會雜誌，38（1），98-126。
張韶霞、曾美惠（2002）。臺灣小兒職能治療與自覺執業能力之評量。臺灣醫學，6（4），483-494。
陳官琳（2017）。兒童職能治療範疇與架構。載於曾美惠（總編輯），小兒職能治療學（上冊），第一章。臺北市，禾楓書局有限公司。
陳玉蘭（2017）。評估的目的、過程與方法。載於曾美惠（總編輯），小兒職能治療學（上冊），第七章。臺北市，禾楓書局有限公司。
陳明德（2004）。相關專業人員在特殊教育專業團隊中的角色。特教園丁，19（3），35-42。
楊廣文、成戎珠（2013）。臺灣學校中特教專業團隊運作模式-系統性回顧。物理治療， 38（4），286-298。
臺北市政府衛生局（2006）。臺北市學齡前發展發展檢核表。
蔡宜蓉、褚增輝（2014）。國內外職能治療師的現況與未來發展趨勢。醫療品質雜誌，8（2），18-22。
蔡鴻儒、林鋐宇（2016）。職能治療師考試祕笈（五）小兒職能治療學。臺中市，華格那。
劉雅鳳（2007）。從專業治療師的取向探討現行專業團隊之運作。特殊教育叢書，45437，93-101。
劉繼邦、王淑慧、李裘莉、林巾凱、郭煌宗（2010）。主要照顧者對使用學前兒童發展檢核表認知之研究: 以雲林縣的一所幼稚園為例。身心障礙研究季刊，8（2），71-82。
盧明（2013）。緒論。載於盧名、柯秋雪、曾淑賢、林秀錦（主編），早期療育（1-20頁）。新北市：心理出版。
羅鈞令、楊國德（1999）。臺北市學校體系職能治療服務模式之發展。職能治療學會雜誌，17，67-80。
羅鈞令、蕭小菁、黃俐貞、陳美香（2017）。探討「以職能為基礎」在職能治療師養成教育課程與教學之落實。職能治療學會雜誌，35（2），126-145。
蘇芳槿（2009）。視知覺評估工具應用於學齡前發展遲緩兒童之效度研究（未出版碩士論文）。中原大學，桃園市。




英文部分
American Occupational Therapy Association. (2010). Standards of practice for occupational therapy. American Journal of Occupational Therapy, 64(6), S106-S111.
American Occupational Therapy Association. (2011). Occupational therapy services in early childhood and school-based settings. American Journal of Occupational Therapy, 65(l), S46-S54.
American Occupational Therapy Association. (2013). What is the Role of the School-Based Occupational Therapy Practitioner?. Retrieved from https://www.aota.org/~/media/Corporate/Files/Practice/Children/ParentsBrochure.pdf
American Occupational Therapy Association. (2015). Occupational therapy’s perspective on the use of environments and contexts to facilitate health, well-being, and participation in occupations. American Journal of Occupational Therapy, 69(3), 6913410050.
American Occupational Therapy Association. (2016). Occupational Therapy’s Role with School Settings?. Retrieved from https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Fact-Sheets/School%20Settings%20fact%20sheet.pdf
American Occupational Therapy Association. (2017). Occupational therapy practice framework: Domain & process (3rd ed.). American Journal of Occupational Therapy, 68(1), S1-S48.
American Occupational Therapy Association. (2017b). Guidelines for occupational therapy services in early intervention and schools. American Journal of Occupational Therapy, 71(Supplement 2), 1-10.
Ball, M. A. (2018). Revitalizing the OT role in school-based practice: Promoting success for all students. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 263-272.
Bazyk, S., Demirjian, L., Horvath, F., & Doxsey, L. (2018). The comfortable cafeteria program for promoting student participation and enjoyment: An outcome study. American Journal of Occupational Therapy, 72(3), 7203205050 p1-p9.
Bazyk, S., & Cahill, S. (2015). In J. Case-Smith & J. C. O’Brien (Eds.), Occupational therapy for children and adolescents (7th ed., pp. 664-701). School-based occupational therapy. St.Louis, MO: Elsevier Mosby.
Blackman, J. A. (2002). Early intervention: A global perspective. Infants and Young Children, 15(2), 11-19.
Bolton, T., & Plattner, L. (2019). Occupational therapy role in school-based practice: Perspectives from teachers and OTs. Journal of Occupational Therapy, Schools, & Early Intervention, 13(2), 136-146.
Bonnard, M., & Anaby, D. (2016). Enabling participation of students through schoolbased occupational therapy services: Towards a broader scope of practice. British Journal of Occupational Therapy, 79, 188-192.
Bucey, J. C., & Provident, I. M. (2017). Strengthening school-based occupational therapy through peer mentoring. Journal of Occupational Therapy, Schools, & Early Intervention, 11(1), 87-105.
Case-Smith, J. (2013). Systematic reviews of the effectiveness of interventions used in occupational therapy early childhood services. American Journal of Occupational Therapy, 67(4), 379-382.
Cahill, S., & Bazyk, S. (2020). In O’Brien, J. C., & Kuhaneck H., (Eds.), Case-Smith's Occupational Therapy for Children and Adolescents (8th ed., pp. 627-658). School-based occupational therapy. St.Louis, MO: Elsevier Mosby.
Case-Smith, J., & O’Brien, J. C. (2015). Occupational therapy for children and adolescents 7th edition. St. Louis: Mosby.
Chang, M. C., Richardson, P. K. (2020) In O’Brien, J. C., & Kuhaneck H., (Eds.), Case-Smith's Occupational Therapy for Children and Adolescents (8th ed., pp. 158-211). Use of standardized tests in practice. St.Louis, MO: Elsevier Mosby.
Clough, C. (2019). School-based occupational therapists’ service delivery decision-making: Perspectives on identity and roles. Journal of Occupational Therapy, Schools, & Early Intervention, 12(1), 51-67.
Coker, P. (2010). Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students. Journal of Allied Health, 39(4), 280-286.
Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th ed.). Upper Saddle River, NJ: Pearson Education.
Greber, C., Ziviani, J., & Rodger, S. (2007). The Four‐quadrant model of facilitated learning (Part 2): Strategies and applications. Australian Occupational Therapy Journal, 54, S40-S48.
Greber, C., Ziviani, J., & Rodger, S. (2011). Clinical utility of the four‐quadrant model of facilitated learning: Perspectives of experienced occupational therapists. Australian Occupational Therapy Journal, 58(3), 187-194.
Grüne-Yanoff, T. (2013). Relations between theory and model in psychology and economics. Perspectives on Science, 21(2), 196-201.
Hollenbeck, J. (2010). Supporting the competency needs of occupational therapists in school-based practice through development of a web-based resource. Journal of Occupational Therapy, Schools, & Early Intervention, 3(3), 239-254.
Hughes, T. L., Minke, K. M., & Sansosti, F. J. (2017). Expanding school psychology service delivery within the context of national health and mental health reform. Journal of Applied School Psychology, 33(3), 171-178.
Jasmin, E., Gauthier, A., Julien, M., & Hui, C. (2018). Occupational therapy in preschools: A synthesis of current knowledge. Early Childhood Education Journal, 46(1), 73-82.
King-Sears, M. E., Janney, R., & Snell, M. E. (2015). Collaborative teaming: Teachers' guides to inclusive practices (3rd ed.). Baltimore, MD: Brookes.
Kramer, P., Hinojosa, J., & Howe T-H. (2019). Frames of reference for pediatric occupational therapy (4th ed.). Philadelphia: Wolters Kluwer.
Labrie Blackwell, A., Yeager, D. C., Mische-Lawson, L., Bird, R. J.,& Cook, D. M. (2014). Teaching children self-regulation skills within the early childhood education environment: A feasibility study. Journal of Occupational Therapy, Schools, & Early Intervention,7(3-4), 204-224.
Miller, G. E. (1990). The assessment of clinical skills/ competence/ performance. Academic Medicine, 65(9), S63-7.
Miller, G. E., Coleman, J., & Mitchell, J. (2018). Towards a model of interprofessional preparation to enhance partnering between educators and families. Journal of Education for Teaching, 44(3), 353–365.
Miller, L. J., Schoen, S. A., & Spielmann, V. A. (2019). A frame of reference for sensory processing difficulties: Sensory therapies and research (STAR). In Kramer, P., Hinojosa, J., & Howe, T-H. (Eds.). Frames of reference for pediatric occupational therapy (4th ed.). Philadelphia: Wolters Kluwer.
Munkholm, M. (2010). Occupational performance in school settings: evaluation and intervention using the school AMPS (Unpublished doctoral dissertation), Umeå: Umeå universitet.
Myers, C. T., Case-Smith, J., & Cason, J. (2015). Early intervention. In Case-Smith J., & O’Brien J. C. (Eds.), Occupational therapy for children and adolescents (7th ed., pp. 636-663). St. Louis, MO: Mosby Elsevier.
O’Brien, J. C., & Hussey, S. M. (2017). Introduction to Occupational Therapy (5th ed.,pp.70). St. Louis, Elsevier/Mosby.
O’Brien, J. C., & Kuhanech, H. (2020). In O’Brien, J. C., & Kuhaneck H., (Eds.), Case-Smith's Occupational Therapy for Children and Adolescents (8th ed., pp. 18-45). Using occupational therapy models and frames of reference with children and youth. St.Louis, MO: Elsevier Mosby.
Pfeiffer, D. L., Pavelko, S. L., Hahs-Vaughn, D. L., & Dudding, C. C. (2019). A national survey of speech-language pathologists' engagement in interprofessional collaborative practice in schools: Identifying predictive factors and barriers to implementation. Language, speech, and hearing services in schools, 50(4), 639-655.
Phoenix, M., Dix, L., DeCola, C., Eisen, I., & Campbell, W. (2021). Health Professional‐Educator Collaboration in the Delivery of School‐Based Tiered Support Services: A Qualitative Case Study. Child: Care, Health and Development.
Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in nursing & health, 30(4), 459-467.
Richardson, P. K. (2015). Use of standardized tests in pediatric practice. In J. Case-Smith & J. C. O'Brien (Eds.Chapter6), Occupational therapy for children and adolescents 7th edition. St. Louis: Mosby.
Schell, B. A. B, Scaffa, M. E., Gillen, G., & Cohn, E. S. (2013). Contemporary occupational therapy practice. In B. A. B. Schell, G. Gillen, M. E. Scaffa & E. S. Cohn (Eds.), Willard & Spackman Occupational Therapy (12th ed., pp. 47-58).
Schneck, C. M., & O’Brien, S. P. (2020). In O’Brien, J. C., & Kuhaneck H., (Eds.), Case-Smith's Occupational Therapy for Children and Adolescents (8th ed., pp. 374-394). Assessment and treatment of educational performance. St.Louis, MO: Elsevier Mosby.
Shapiro, D. R., & Sayers, L. K. (2003). Who does what on the interdisciplinary team: Regarding physical education for students with disabilities. Teaching Exceptional Children, 35(6), 32–38.
Whiting, C. C. (2018). Trauma and the role of the school-based occupational therapist. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 291-301.
World Federation of Occupational Therapists. (2010). Statement on Occupational Therapy. Western Australia, Australia: WFOT.
World Health Organization. (2007). International Classification of Functioning, Disability, and Health for Children and Youth (ICF-CY). Geneva, Switzerland: Author.