臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：Functional Analysis and Treatment of Stereotypical Behavior in a Child with Multiple Disabilities in Tennessee, USA
書刊名：特殊教育研究學刊
作者：唐榮昌 引用關係
作者(外文)：Tang, Jung-chang
出版日期：2002
卷期：22
頁次：頁171-188
主題關鍵詞：多重障礙；固著行為；功能分析；Multiple disability；Stereotypical behavior；Functional analysis
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(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:0
  • 點閱點閱:32
　　　　　目前學界對固著行為(stereotypical behavior)的起因與功能仍不清楚。有些行為分析學家們從操作制約觀點研究，發現該行為的功能可能是感官增強、社會性正增強、社會性負增強、或多重性增強所引起的。本研究共有四個子研究，對一位多重障礙學童的固著行為進行功能分析，並以功能溝通的訓練方式對個案介入。研究一、以類似的功能分析(analogue functional analysis)從操弄四種情境(引起注意、工作要求、單獨、及遊玩情境)來分析該學童固著行為的功能。結果顯示：四種情境都無法對固著行為產生區分性的結果。研究二、以功能分析來操弄四種情境(單獨、聽覺遮蔽、觸覺遮蔽、及視覺遮蔽情境)來分析造成固著行為的感官功能。結果顯示：只有在視覺遮蔽的情境下，固著行為顯著減少。研究三、繼續以功能分析來操弄五種情境(視覺刺激的遊戲、單獨、聽覺遮蔽、觸覺遮蔽、及視覺遮蔽情境)來檢視視覺刺激的遊戲能否與固著行為產生對抗的效果。研究顯示：視覺性的遊戲能成功地替代固著行為。研究四、以混合式的實驗設計(倒返實驗設計結合多基準線設計)來評量功能溝通訓練對固著行為所產生的影響。研究結果顯示：在視覺刺激的情境下，功能溝通訓練能有效地減少固著行為。最後，本研究對固著行為的感官功能、多重功能、以及形態(topography)與功能的關係進一步地討論，並對未來的研究提出建議。
　　　　　The current study included four experiments that functionally analyzed stereotypical behavior. An analogue functional analysis was used in Experiment 1 to detect the function of one student' s stereotypy which might serve to escape from task demands, obtain attention from others, or produce sensory self-stimulation. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the possible sensory consequences causing the student's stereotypy. Alternative sensory reinforcers were used in Experiment 3 to compete with specific sensory consequences maintaining the student's stereotypy. Finally, functional communication training (FCT) developed from prior functional analyses was used in Experiment 4 to test specific hypotheses regarding the operant functions of stereotypical behavior for the student. Results of the present study demonstrated sensory reinforcement was a determinant of stereotypical behavior in this student. The specific function of stereotypy in this student was maintained by visual stimulation. Moreover, FCT could be successfully taught to decrease the student s stereotypical responses.
期刊論文
1.Belfiore, P.、Mace, F. C.(1990)。Behavioral momentum in the treatment of escape-motivated stereotypy。Journal of Applied Behavior Analysis，23，507-514。  new window
2.Iwata, B. A.、Pace, G. M.、Dorsey, M. F.、Zarcone, J. R.、Vollmer, T. R.、Smith, R. G.(1994)。The function of self-injurious behavior: An experimental-epidemiological analysis。Journal of Applied Behavior Analysis，27，215-240。  new window
3.Repp, A. C.、Felce, D.、Barton, L. E.(19880900)。Basing the treatment of stereotypic and self-injurious behaviors on hypotheses of their causes。Journal of Applied Behavior Analysis，21(3)，281-289。  new window
4.Kennedy, C. H.(1994)。Automatic reinforcement: Oxymoron or hypothetical construct?。Journal of Behavioral Education，4(4)，387-396。  new window
5.Applegate, H.、Matson, J. L.、Cherry, K. E.(1999)。An evaluation of functional variables affecting severe problem behaviors in adults with mental retardation by using the Questions about Behavioral Function Scale。Research in Developmental Disabilities，20(3)，229-237。  new window
6.Glahn, T. J.、Chock, P. N.(1983)。Learning and self-stimulation in mute and echolalic autistic children。Journal of Autism and Developmental Disorders，13(4)，365-381。  new window
7.Koegel, R. L.、Covert, A.(1972)。The relationship of self-stimulation to learning in autistic children。Journal of Applied Behavior Analysis，5(4)，381-387。  new window
8.Rincover, A.、Cook, R.、Peoples, A.、Packard, D.(1979)。Sensory extinction and sensory reinforcement principles for programming multiple adaptive behavior change。Journal of Applied Behavior Analysis，12(2)，221-233。  new window
9.Sturmey, P.、Carlsen, A.、Crisp, A. G.、Newton, J. T.(1988)。A functional analysis of multiple aberrant responses: A refinement and extension of Iwata et al. (1982) methodology。Journal of Mental Deficiency Research，32，31-46。  new window
10.Berkson, G.、Mason, W. A.(1963)。Stereotyped movements of mental defectives: III. situation effects。American Journal of Mental Deficiency，68，409-412。  new window
11.LaGrow, S. J.、Repp, A. C.(1984)。Stereotypic responding: A review of intervention research。American Journal of Mental Deficiency，88(6)，595-609。  new window
12.Lovaas, Ole Ivar、Newsom, C.、Hickman, C.(19870300)。Self-stimulatory behavior and perceptual reinforcement。Journal of Applied Behavior Analysis，20(1)，45-68。  new window
13.Mason, S. A.、Iwata, B. A.(1990)。Artifactual effects of sensory-integrative therapy on self-injurious behavior。Journal of Applied Behavior Analysis，23(3)，361-370。  new window
14.Rincover, A.(1978)。Sensory extinction: A procedure for eliminating self-stimulatory behavior in developmentally disabled children。Journal of Abnormal Child Psychology，6，299-310。  new window
15.Sprague, J.、Holland, K.、Thomas, K.(1997)。The effect of noncontingent sensory reinforcement, contingent sensory reinforcement, and response interruption on stereotypical and self-injurious behavior。Research in Developmental Disabilities，18(1)，61-77。  new window
16.Wehmeyer, M. L.、Bourland, G.、Ingram, D.(1993)。An analogue assessment of hand stereotypies in two cases of Rett syndrome。Journal of Intellectual Disabilities Research，37(1)，95-102。  new window
17.Durand, V. M.、Carr, E. G.(1987)。Social influences on "self-stimulatory" behavior: Analysis and treatment application。Journal of Applied Behavior Analysis，20(2)，119-132。  new window
18.Carr, E. G.、Durand, V. M.(1985)。Reducing behavior problems through functional communication training。Journal of Applied Behavior Analysis，18，111-126。  new window
19.Frea, W. D.、Hughes, C.(1997)。Functional analysis and treatment of social-communicative behavior of adolescents with developmental disabilities。Journal of Applied Behavior Analysis，30，701-704。  new window
20.Kennedy, C. H.、Souza, G.(1995)。Functional analysis and treatment of eye poking。Journal of Applied Behavior Analysis，28，27-37。  new window
21.Dadds, M.、Schwartz, S.、Adams, T.、Rose, S.(1988)。The effects of social context and verbal skill on the stereotypic and task-involved behavior of autistic children。The Journal of Child Psychology and Psychiatry，29(5)，669-676。  new window
22.Durand, V. M.、Carr, E. G.(1991)。Functional communication training to reduce challenging behavior: Maintenance and application in new settings。Journal of Applied Behavior Analysis，24，251-264。  new window
23.Shukla, S.、Knowles, T.、Meyer, K. A.、Kennedy, C. H.(2000)。Analyzing the multiple functions of stereotypical behavior for students with autism: Implications for assessment and treatment。Journal of Applied Behavior Analysis，33，559-571。  new window
24.Thompson, T. J.、Berkson, G.(1985)。Stereotyped behavior of severely disabled children in classroom and free-play settings。American Journal of Mental Deficiency，89(6)，580-586。  new window
圖書
1.Sidman, M.(1960)。Tactics of scientific research: Evaluating experimental data in psychology。Boston：Authors Cooperatives。  new window
2.Kazdin, A. E.(1982)。Single-case research designs: methods for clinical and applied settings。New York：Oxford University Press。  new window
圖書論文
1.Devany, J.、Rincover, A.(1982)。Self-stimulatory behavior and sensory reinforcement。Educating and understanding autistic children。Houston, TX：College Hill。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1013（臺灣：989，外國：24） ／ 本年度總使用人次：2017497 ／ 訪客人次（自102年09月）：67824665
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上