目的：本研究探討一般學生與學習障礙學生在單一任務及雙重任務下的步態差異。方法：招募志願參與本研究之國小三至六年級一般學生及學習障礙學生各18名，透過足底壓力板進行走路測試，作為單一任務，以及走路同時認讀店家招牌文字圖作為雙重任務情境。蒐取之參數以獨立樣本t檢定進行兩組間各項步態參數的檢定；相依樣本t檢定進行組內的各項步態參數檢定。結果：在單一任務情境中，學習障礙學生組步幅顯著低於一般學生組（p < .05），其他步態參數則無顯著差異。在雙重任務情境中，學習障礙學生組步速、步幅顯著低於一般學生組（p < .05），而雙腳支撐期顯著高於一般學生組（p < .05）。一般學生組在雙重任務情境中步速、步幅顯著低於單一任務情境（p < .05）。學習障礙組在雙重任務情境中步速、步幅顯著低於單一任務情境（p < .05），而雙腳支撐期顯著高於單一任務情境（p < .05）。結論：一、以自控速度行走的單一任務情境中，學習障礙學生組步幅顯著低於一般學生組。二、學習障礙學生組進行雙重任務時，步幅、步速顯著低於單一任務情境，而雙腳支撐期顯著高於單一任務情境。三、步行同時加入認讀招牌文字的雙重任務情境中，學習障礙學生組步速、步幅皆顯著低於一般學生組，雙腳支撐期則顯著高於一般學生組。


關鍵詞：雙重作業、閱讀障礙、步態參數、步態穩定性

Purpose: This study explores the differences in gait between normal students and students with learning disabilities under single-task and dual-task context. Method: There are 36 voluntary research participants included normal students (N=18) and students with learning disabilities (N=18) from grades 3 to 6 in elementary schools. This study conducts two situations, walking on the plantar pressure plate, labeled single-task, and walking while reading text on the signboards, labeled dual-task. The independent sample t-test examines the gait parameters between the two groups. At the same time, the dependent sample t-test examines the gait parameters within the group. Results: Under single-task circumstance, the stride of students with learning disabilities is significantly lower than the normal students (p < .05); on the contrary, other gait parameters have no significant difference. When it comes to the dual-task situation, the gait speed and stride of students with learning disabilities are significantly lower than the normal students (p < .05); however, the two-foot support period is significantly higher than the normal students (p < .05). Under the dual task context, the normal students have significantly lower velocity and stride than under the single-task context (p < .05). The students with learning disabilities also have significantly lower velocity and stride under the dual-task context. Moreover, they have higher two-foot support period than under the single-task context (p < .05). Conclusion: 1. Standing on the single-task point of view, the stride of the students with learning disabilities is significantly lower than the normal students. 2. When it comes to dual-task, the stride and pace of the students with learning disabilities are significantly lower comparing to the single-task. While the two-foot support period is better than the single-task. 3. Viewing from the dual-task perspective, the pace and stride of the students with learning disabilities are significantly lower than the normal students, while the two-foot support period is significantly higher than the normal students.

Keywords: Dual-task, dyslexia, gait parameters, gait stability

目 次
中文摘要 I
英文摘要 II
謝 誌 II
表 次 VII
圖 次 VIII
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 名詞操作性定義 3
第四節 研究範圍與限制 6
第貳章 文獻探討 7
第一節 雙重任務對於動作表現之影響 7
第二節 國小學習障礙學生之動作發展能力 9
第三節 步態 13
第四節 文獻探討總結 15
第參章 研究方法 16
第一節 研究架構 16
第二節 研究對象 16
第三節 研究工具 17
第四節 研究程序 20
第五節 資料分析與處理 21



第肆章 結果 22
第一節 一般學生組與學習障礙學生組單一任務的步態差異 22
第二節 一般學生組與學習障礙學生組雙重任務的步態差異 23
第三節 兩組學生在單一任務與雙重任務中的步態差異 24
第伍章 討論與結論 30
第一節 討論 30
第二節 結論 31
第三節 建議 32
參考文獻 34
一、 中文部分 34
二、 英文部分 35
附錄一、家長同意書 38

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