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題名：啟智班學生問題行為及管理的調查研究
書刊名：屏東師院學報
作者：楊碧桃
作者(外文)：Yang, Beh-taur
出版日期：2002
卷期：16
頁次：頁99-134
主題關鍵詞：智能障礙；啟智班；增強；懲罰；問題行為；Mentally retarded；Reinforcement；Punishment problem behavior
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:44
  • 點閱點閱:20
　　　　　本研究的目的為了解：(一)啟智班學生常出現的問題行為及老師處理的情形;(二)啟智班老師增強物運用之情形;(三)智班老師對問題行為的預防措施。研究方法是以問卷方式進行。結果顯示啟智班中最常出現的行為：在學習方面--為上課不參與活動/無反應，缺乏學習動機；在行為方面為--上課時離座/走動，發出怪聲/哭叫，不服從。老師最常用來處理問題行為的方式依序為：直接性懲罰(63%)、間接性懲罰(21%)、及其他等。老師最常用的增強物為：食物(37%)、口頭讚美(35%)、在黑板上畫記(13%)等。老師常用增強、提示引導、及懲罰威脅來引發好行為，用直接性懲罰(61%)、間接性懲罰(22%)、正增強(6%)來減少不良行為。有56%的班級學生不知道每天在學校要作什麼，有25%知道。大部分的啟智班沒有班規。
　　　　　The purposes of this study are to understand: 1.What are the main problem behaviors occurred in the mentally retarded (MR) classroom, and how they are dealt with? 2. How the reinforcers are used in the MR classroom? 3. What preventive measures are used to prevent problem behaviors from occurring? Questionnaires from 41 MR classrooms in Kaohsiung and Pingtung areas are gathered. The following results are found: 1.The most frequently seen problem behaviors are: not participating in class, out of seat, lack of motivation, crying/making strange sounds. 2. The following methods are used to deal with the problem behaviors: direct punishment (63%), indirect punishment (21%), and ignore (5%). The edibles (37%), praises (35%), and marking on the board (13%) are the most commonly used items as reinforcers. 3. To encourage the desirable behavior, teachers use reinforcement, prompts/guidance, and punishment/threat. To decrease undesirable behavior, direct punishment (61%), indirect punishment (22%), and positive reinforcement (6%) are used. 4. The students in 56% of the classes do not know their daily schedule in school, while 25% did. 5. Most MR classes do not have classroom rules.
期刊論文
1.楊碧桃(19960600)。結構式教學法在國小啟智班的實驗教學研究。屏東師院學報，9，33-62。new window  延伸查詢new window
2.楊碧桃(20000600)。結構式教學環境在啟智班的實施研究。屏東師院學報，13，111-136。new window  延伸查詢new window
3.許天威(19900900)。行為改變師的職業道德觀。特教園丁，6(1)，1-6。  延伸查詢new window
4.陳蔡秀芬(19921200)。臺北市立啟智學校輔導學生問題行為之行政策略。特殊教育季刊，45，15-16。new window  延伸查詢new window
5.Cullinan, D.、Matson, J. L.、Epstein, M. H.、Rosemier, R. A.(1984)。Behavior problems of mentally retarded and nonretarded adolescent pupils。School Psychology Review，13(3)，381-384。  new window
6.Deitz, D. E. D.、Repp, A. C.(1983)。Reducing behavior through reinforcement。Exceptional Education Quarterly，3(4)，34-46。  new window
7.Fidura, J. G.、Lindsey, E. R.、Walker, G. R.(1987)。A special behavior unit for treatment of behavior problems of persons who are mentally retarded。Mental Retardation，25(2)，107-111。  new window
8.Jansma, P.、Combs, C. S.(1987)。The effects of fitness training and reinforcement on maladaptive behaviors of institutionalized adults, classified as Mentally Retarded /Emotionally Disturbed。Education and training in Mental retardation，22(4)，268-279。  new window
9.Matson, J. L.、Epstein, M. H.、Cullinan, D.(1984)。A factor analytic study of the Quay-Peterson Scale with Mentally Retarded Adolescents。Education and Training of the Mentally Retarded，19(2)，150-154。  new window
10.Matson, J. L.、Taras, M. E.(1989)。A 20 year review of punishment and alternative methods to treat problem behaviors in developmentally delayed persons。Research in Developmental Disabilities，10，85-104。  new window
11.O'Brien, S.、Repp, A. C.(1990)。Reinforcement-based reductive procedures: a review of 20 years of their use with persons with severe or profound retardation。Journal of the Association for Persons with Severe Handicaps，15(3)，148-159。  new window
12.Cullinan, D.、Epstein, M. H.、Olinger, E.(1983)。School Behavior problems of Mentally retarded and Normal females。The Mental Retardation and Learning Disability Bulletin，11，104-109。  new window
13.Epstein, M. H.、Cullinan, D.、Polloway, E. A.(1986)。Patterns of maladjustment among Mentally retarded children and youth。American Journal of Mental Deficiency，91(2)，127-134。  new window
14.Epstein, M. H.、Polloway, E. A.、Patton, J. R.、Foley, R.(1989)。Mild Retardation: Student characteristics and services。Education and Training of the Mentally Retarded，24，7-16。  new window
15.Polloway, E. A.、Epstein, M. H.(1985)。Prevalence of Behavior problem among educable mentally retarded students。Education and Training of the Mentally Retarded，20，3-13。  new window
16.Horner, R. H.、Dunlap, G.、Koegel, R. L.、Carr, E. G.、Sailor, W.、Anderson, J.、Albin, R. W.、O'Neill, R. E.(1990)。Toward a technology of "Nonaversive" behavioral support。Journal of the Association for Persons with Severe Handicaps，15(3)，125-132。  new window
17.洪儷瑜(19921200)。「非嫌惡行為處置」對智障者問題行為處理之運用。特殊教育季刊，45，9-14。new window  延伸查詢new window
圖書
1.林穎(1990)。重度智障者的行為教學。台北：第一兒童發展文教基金會。  延伸查詢new window
2.鄭麗月(1997)。行為改變技術與增強原理之應用。台北：國立台北師範學院特殊教育中心。  延伸查詢new window
3.Baroff, G. S.(1986)。Mental retardation: nature, cause, and management。New York, N.Y：Hemisphere Publishing Co.。  new window
4.Cipano, E. C.、Spooner, F.(1994)。Curricular and Instructional approaches for persons with severe disabilities。Needham Heights, Mass.：Allyn and Bacon。  new window
5.Kazdin, A. E.、陳千玉(1997)。行為改變技術。台北：五南圖書。  延伸查詢new window
6.Martin, G.、Pear, J.、黃裕惠(2003)。行為改變技術：理論與運用。台北：學富文化事業有限公司。  延伸查詢new window
7.McClennen, S. E.(1991)。Cognitive skills for community living: teaching students with moderate to severe disabilities。Austin, Texas：Pro-ed, Inc.。  new window
8.Polloway, E. A.、Patton, J. R.(1997)。Strategies for teaching learners with special needs。Englewood Cliffs, N. J.：Prentice-Hall。  new window
9.Thomas, G. E.(1996)。Teaching students with mental retardation。Englewood Cliffs, New Jersey：Prentice-Hall, Inc.。  new window
10.Wolery, M.、Bailey, D. B. Jr.、Sugai, G. M.(1988)。Effective teaching: Principles and procedures of applied behavior analysis with exceptional students。Allyn and Bacon, Inc.。  new window
11.Hickson, L.、Blackman, L. S.、Reis, E. M.(1995)。Mental retardation: Foundations of educational programming。Boston：Allyn amd Bacon。  new window
12.陳榮華(1992)。智能不足研究--理論與應用。師大書苑。new window  延伸查詢new window
13.張春興(1989)。張氏心理學辭典。臺北市：東華書局。  延伸查詢new window
14.施顯烇(1995)。嚴重行為問題的處理。五南圖書出版股份有限公司。  延伸查詢new window
單篇論文
1.Utah State Board of Education(1992)。Selection of the least restrictive behavioral intervention for use with students with disabilities(ED367091)。  new window
2.Wright, D. B.，Gurman, H. B.(1994)。Positive intervention for serious behavior problems : Best practices in implementing the Hughes Bill (A.B. 2586) and the positive behavioral intervention regulations(ED 383157)。  new window
3.Iwata, B. A.，Vollmer, T. R.，Zarcone, J. R.(1990)。The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations。  new window
圖書論文
1.Forehand, R.、Baumeister, A. A.(1976)。Deceleration of aberrant behavior among retarded individuals。Progress in behavior modification。New York：Academic Press。  new window
2.Johnson, W. L.、Baumeister, A. A.(1981)。Behavioral techniques for decreasing aberrant behaviors of retarded and autistic persons。Progress in behavior modification。New York：Academic Press。  new window
3.Schroeder, S. R.(1991)。Self-injury and stereotypy。Handbook of mental retardation。New York：Pergamon Press。  new window
4.呂翠華(1994)。啓智班的教室管理。啓智教育教師工作手冊。台北：國立台北師範學院特殊教育中心。  延伸查詢new window
5.洪榮照(2000)。智能障礙者的教育。特殊教育導論。台北：心理出版社。  延伸查詢new window
6.Cegelka, P. T.(1995)。Structuring the classroom for effective instruction。Effective instruction for students with learning difficulties。Boston：Allyn and Bacon。  new window
7.Morris, R. J.、McReynolds, R. A.(1986)。Behavior modification with special needs children: A Review。Special Education: Research and Trends。Pergamon Press。  new window
8.Mulick, J. A.、Hammer, D.、Dura, J. R.(1991)。Assessment and management of antisocial and hyperactive behavior。Handbook of mental retardation。New York：Pergamon Press。  new window
9.Pitonyak, D.(1996)。Self-injurious behavior。Mental retardation & developmental disabilities。Austin, Texas：Pro-ed Inc.。  new window
10.Sternberg, L.、Taylor, R.(1994)。Behavioral Interventions: issues and practices。Individuals with Profound Disabilities。Austin, Texas：Pro-Ed Inc.。  new window
11.Dunlap, G.、Ferro, J.、Deperczel, M.(1994)。Nonaversive behavioral intervention in the community。Curricular and instructional approaches for persons with severe Disabilities。Needham Heights, Mass.：Allyn and Bacon。  new window
12.Korinek, L.、Polloway, E. A.(1993)。Social skills: review and implications for instruction for students with mild mental retardation。Strategies for teaching students with mild to severe mental retardation。Baltimore, Maryland：Paul H. Brookes Publishing Co.。  new window
 
 
 
 
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