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題名：運用功能性評量模式改善中重度智障學生工作社會技能之研究
作者：宋明君
作者(外文)：Sung MingJiun
校院名稱：國立彰化師範大學
系所名稱：特殊教育研究所
指導教授：林惠芬
學位類別：博士
出版日期：2001
主題關鍵詞：功能性評量；工作社會技能；中重度智障學生；functional assessment；job-related socila skills；mental retarded student
原始連結：連回原系統網址new window
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本論文係採用功能性評量的步驟與方法來探討對中重度智障學生改善工作社會技能的研究。在形成假設階段，運用行為前後事件記錄表及工作社會技能功能訪談表，記錄與訪談受試者在職場中不良工作社會技能的事件。根據所歸納出需改善行為的種類，提出假設的維持因子。在驗證假設階段，針對歸納之維持因子設計介入情境，透過單一受試多因素實驗設計，交替呈現各種介入情境，以觀察何種介入策略較為有效。在介入方案階段，針對驗證的行為維持因子，透過工作社會技能介入方案發展表來設計介入方案，並運用單一受試跨行為多基線實驗設計對受試者實施介入方案。研究得到以下發現：
1.根據功能性評量方式所收集的資料，甲生的不良工作社會技能中，發生次數較多的前三項分別為「分心或粗心」、「職場中與人嬉鬧」、「接受指導時態度不佳」；乙生的不良工作社會技能中，發生次數較多的前三項分別為「不主動做事」、「抱怨叫苦」、「接受指導時態度不佳」；丙生的不良工作社會技能中，發生次數較多的前三項分別為「未與人適當互動」、「未主動詢問工作或請求協助」、「問候或禮貌不佳」。
2.根據功能性評量方式所收集的資料，甲生不良工作社會技能發生的假設維持因子中，次數較多的前三項分別為「缺乏提示」、「因應調適不佳」、「缺乏增強」；造成乙生不良工作社會技能發生的假設維持因子中，次數較多的前三項分別為「缺乏增強」、「缺乏提示」、「因應調適不佳」、；造成丙生不良工作社會技能發生的假設維持因子中，次數較多的前三項分別為「缺乏提示」、「缺乏增強」、「因應調適不佳」。
3.驗證不良工作社會技能的維持因子方面，就甲生而言，針對「因應調適不佳」所設計的介入情境較為有效；就乙生而言，針對「缺乏增強」所設計的介入情境較為有效；就丙生而言，針對「缺乏提示」所設計的介入情境較為有效。本研究接著此驗證結果來設計每種目標行為的介入方案。
4.運用單一受試跨行為多基線實驗設計，實施針對三位受試者的各項目標行為所設計之工作社會技能介入方案，結果顯示皆有良好的介入效果與維持效果。
本研究對於功能性評量模式在工作社會技能的實施與應用，及未來後續研究上提出有關的建議。
The purpose of this study was to investigate the effects of using functional assessments to improve the job-related social skills of the students with mental retardation. Antecedent-Behavior- Consequence observations and interviews were used to collect functional assessment data. These data were classified into several types of problem behaviors and possible hypotheses about the problem behaviors.
Then functional analysis procedures were taken to test the hypotheses. Three subjects were exposed to four different conditions in an experimental design that used a multielement manipulation. The results of the testing were used to build behavior support plans. These plans were conducted through multiple-baseline design across behaviors. The conclusions are stated as follows:
1.The functional data were classified into several types of problem behavior, and three of which had higher frequencies were chosen as the target behaviors. Student A’s target behaviors included “distracted or careless behavior”, “mischievous behavior” and “disobeying behavior”. Student B’s target behaviors included “slacking behavior”, “complaining and grumbling behavior” and “disobeying behavior”. Student C’s target behaviors included “aloof behavior”, “inactive or passive behavior” and “impolite behavior”.
2.The same method was used to select three hypotheses that had higher frequencies. Hypotheses of Student A included “lack of adaptability”, “lack of reinforcement” and “lack of cues”. Hypotheses of Student B included “lack of reinforcement”, “lack of cues” and “lack of adaptability”. Hypotheses of Student A included “lack of cues”, “lack of practice” and “lack of reinforcement”.
3.Experimental design that used multielement manipulation of testing the hypotheses showed that the motivation of Student A’s problem behavior is “lack of adaptability”, the motivation of Student B’s problem behavior is “lack of reinforcement”, the motivation of Student C’s problem behavior is “lack of cues”.
4.According to the motivation of each Student’s problem behaviors, behavior intervention programs were developed and implemented, the result showed that all target behaviors were improved and the improvement can be lasted.
Several suggestions about the application of functional assessment model and advanced research were also proposed.
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