以溝通為基礎的行為處理策略對極重度智能障礙學生口語固著行為之效果研究_

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題名：	以溝通為基礎的行為處理策略對極重度智能障礙學生口語固著行為之效果研究
書刊名：	東臺灣特殊教育學報
作者：	鈕文英／王芳琪
作者(外文)：	Niew, Wern-ing／Wang, Fang-chi
出版日期：	2002
卷期：	4
頁次：	頁119-149
主題關鍵詞：	以溝通為基礎的行為處理策略；智能障礙；口語的固著行為；Communication-based intervention；Mental retardation；Verbal routines；Special education
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:1 共同引用:18 點閱:23

本研究旨在探討「以溝通為基礎的行為處理策略」，對減少極重度智能障礙學生口語固著行為，以及增進其運用表達行為功能的溝通技能是否有顯著的效果。研究對象為南部某特殊學校國中部三年級極重度智能障礙學生，本研究採單一受試實驗設計中系列撤回設計，於處理期給予這名個案隔離情境和自然情境的訓練，以強化其表達行為功能溝通技能的習得，而後使用量和質的分析，檢核處理成效。研究結果顯示「以溝通為基礎的行為處理策略」對減少這名極重度智能障礙學生的口語固著行為，及增進其運用表達行為功能的溝通技能，有正面且積極的效果。另外，訪談教師和父母的結果顯示本研究對這名個案融入學校團體生活，與他人互動有積極且正面的影響。

以文找文

The purpose of this study was to examine the effects of communication-based intervention on reducing verbal routines in the classroom for a student with profound mental retardation and advancing her abilities of using the communication skills that had equivalent functions with targeted behavior. One junior high student in the third grade in a southern school for severe disabilities was the subject of this study. She is diagnosed as profound mental retardation. Sequential-withdrawal design was used in this study. During the treatment period in the school, the training settings were divided into analogued and natural settings in order to enhance the subject's learning and performance on the communication skills that had equivalent functions with targeted behavior. The results of this study showed that communication-based behavior intervention implemented did work on reducing verbal routines in the classroom for the subject with profound mental retardation and advancing her abilities of using the communication skills that had equivalent functions with targeted behavior. Besides, the frequencies that the subject participated in the group activities increased after training.

以文找文

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