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：干擾性學生在教室內之師生互動分析
書刊名：特殊教育研究學刊
作者：陳錦織
作者(外文)：Chen, Chin-chih
出版日期：2005
卷期：28
頁次：頁1-23
主題關鍵詞：干擾性行為；師生互動；序列分析；互動分析；Disruptive dehavior；Teacher-student interaction；Lag sequential analysis；Interaction 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(1) 博士論文(2) 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:0
  • 點閱點閱:43
本研究旨在探討干擾性學生在教室內之師生互動。研究對象為四名就讀臺北市國小三到六年級具有干擾性行為或其他嚴重行為問題的學童。主要由教室中自然觀察的資料，以序列分析探討干擾性學生師生互動型態與歷程，並用質的描述性資料說明學生連續不順從行為對師生互動的影響。本研究結果顯示大部分教室內師生互動為中性互動。然而，教師和學生間的正向和負向行為也有顯著的互動型態。在二個行為序列方面，教師激發行為－學生後續反應的分析發現，案例一學生易順從教師正向／負向指令和正向／負向結果。而案例二、三和四學生易不順從教師正向／負向指令和負向結果。學生激發行為-教師後續反應的分析發現，學生順從後多跟隨教師正向指令，很少老師（除案例一教師）使用正向結果。同樣的，學生不順從後多出現教師正向指令，而負向指令／負向結果則較少。在三個行為序列方面，四組案例學生順從的前事刺激和結果均為教師正向指令；而學生不順從的前事刺激和結果亦為教師正向指令（除案例二）。另外，案例二、三和四學生不順從的前事刺激和結果也出現教師負向指令和負向結果。就連續不順從行為而言，案例二、三和四學生易出現連續不順從的現象，這說明師生互動中可能的負增強機制。 根據上述研究結果，本研究對未來教學實務有幾點建議，包括使用有效教室管理技巧促進正向互動；在行為矯正過程中預防學生連續不順從的行為；以序列分析評估學生問題行為以提供有效的行為諮詢。
The main purpose of this study was to analyze teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interactions of four third- to sixth-grade students who exhibited high rates of disruptive behavior or other serious behavior problems were observed in natural settings. The teacher-student interactions were mainly analyzed using lag sequential analysis to evaluate relative probabilities of interaction patterns. Qualitative data was then used to describe the influence of ongoing student noncompliance on teacher-student interaction. Results revealed that most classroom interactions were neutral. However, there were significant interaction patterns between teachers' and students' positive and negative behaviors. Based on two-event sequences, for the teacher initiated behavior- student subsequent response, the findings indicated that student 1 was likely to be compliant following teacher positive or negative commands and positive or negative consequences. The other students were likely to be noncompliant following teacher positive or negative commands and negative consequence. For the student initiated behavior- teacher subsequent response, student compliance was followed by teacher positive command and teachers (except teacher) rarely followed student compliance with positive consequence. Likewise, student noncompliance was likely to be followed by teacher positive command or less negative command/negative consequence. Based on three-event sequences, significant antecedent and consequence related to students' compliance behavior were teacher positive commands. Significant antecedents and consequences related to student's noncompliance were also teacher positive commands except student 2. Also, student 2, 3, and 4's noncompliance were significantly preceded and followed by teacher negative command and negative consequences. For ongoing noncompliance, student 1, 2, and 3 were more likely to noncomply with teacher's command continually which suggested possible mechanisms of negative reinforcement in teacher-student interactions.
期刊論文
1.Carr, E. G.、Durand, V. M.(1985)。Reducing behavior problems through functional communication training。Journal of Applied Behavior Analysis，18，111-126。  new window
2.Patterson, G. R.(1986)。Performance Models for Antisocial Boys。American Psychologist，41(4)，432-444。  new window
3.Van Acker, R.、Grant, S. H.、Henry, D.(1996)。Teacher and Student Behavior as a Function of Risk for Aggression。Education and Treatment of Children，19(3)，316-334。  new window
4.Strain, P. S.、Lambert, D. L.、Kerr, M. M.、Stagg, V.、Lenter, D. A.(1983)。Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance。Journal of Applied Behavior Analysis，16，243-249。  new window
5.Carr, Edward G.、Robinson, Sarah、Taylor, Jill C.(1991)。The Effects of Severe Behavior Problems in Children on the Teaching Behavior of Adults。Journal of Applied Behavior Analysis，24(3)，523-535。  new window
6.Strain, Phillip S.、Ezzell, Debbie(1978)。The Sequence and Distribution of Behavioral Disordered Adolescents' Disruptive/Inappropriate Behaviors: An Observational Study in a Residential Setting。Behavior Modification，2(3)，403-425。  new window
7.Sainato, Diane M.、Maheady, Larry(1984)。Social Interaction Patterns of High and Low Status Behaviorally Disordered Students within Self-contained Classroom Settings: A Pilot Investigation。Behavioral Disorders，10(1)，20-26。  new window
8.Speece, Deborah L.、Cooper, David H.(1990)。Maintaining At-risk Children in Regular Education Settings: Initial Effects of Individual Differences and Classroom Environments。Exceptional Children，57(2)，117-126。  new window
9.Shores, Richard E.、Strain, Phillip S.(1977)。Social Reciprocity: A Review of Research and Educational Implications。Exceptional Children，43(8)，526-530。  new window
10.Simpson, Richard L.、Souris, Lisa A.(1988)。Reciprocity in the Pupil-teacher Interactions of Autistic and Mildly Handicapped Preschool Children。Behavioral Disorders，13(3)，159-168。  new window
11.Binkoff, Jody A.、Newsom, Crighton D.、Carr, Edward G.(1976)。Stimulus Control of Self-destructive Behavior in a Psychotic Child。Journal of Abnormal Child Psychology，4(2)，139-153。  new window
12.Fuchs, D.、Fuchs, L. S.、Hohn, M.、Fernstorm, P.(1991)。Toward a Responsible Reintegration of Behaviorally Disordered Students。Behavioral Disorders，16(2)，133-147。  new window
13.Gunter, Philip L.、Denny, R. Kenton、DeBriere, Terry、Depaepe, Paris、Shores, Richard E.、Jack, Susan L.(1996)。An Analysis of the Relationship of Teachers' Reported Use of Classroom Management Strategies on Types of Classroom Interactions。Journal of Behavioral Education，6(1)，67-87。  new window
14.Fowler, Susan A.、Chandler, Lynette K.、Lubeck, Roger C.(1992)。An Analysis of the Effects of Multiple Setting Events on the Social Behavior of Preschool Children with Special Needs。Journal of Applied Behavior Analysis，25(2)，249-2463。  new window
15.Taylor, J. C.、Carr, E. G.(1992)。Severe Problem Behaviors Related to Social Interaction. 2: A Systems Analysis。Behavior Modification，16(3)，336-371。  new window
16.Kane, Catherine、Fisher, Pamela K.(1998)。Coercion Theory: Application to the Inpatient Treatment of Conduct-disordered Children。Journal of Child and Adolescent Psychiatric Nursing，11(3)，129-134。  new window
17.Nelson, C. M.、Shores, R. E.、Jack, S. L.、Gunter, P. L.、Denny, R. K.(1993)。Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and Their Teachers。Behavioral Disorders，19，265-274。  new window
18.Wehby, J. H.、Canale, Jennifer A.、Symons, F. J.、Go, F. J.(1998)。Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations。Behavioral Disorders，24(1)，51-56。  new window
19.Gunter, P. L.、Jack, S. L.、Shores, R. E.(1993)。Classroom Management Strategies: Are They Setting Events for Coercion?。Behavioral Disorders，18(2)，92-102。  new window
20.Moore, S. R.、Simpson, R. L.(1984)。Reciprocity in the Teacher-pupil and Peer Verbal Interaction of Learning Disabled, Behavior-disordered, and Regular Education Students。Learning Disability Quarterly，7，30-37。  new window
21.McConnell, Scott R.(1987)。Entrapment Effects and the Generalization and Maintenance of Social Skills Training for Elementary School Students with Behavioral Disorders。Behavioral Disorders，12(4)，252-263。  new window
22.Lago-Delello, Ellie(1998)。Classroom Dynamics and the Development of Serious Emotional Disturbance。Exceptional Children，64(4)，479-492。  new window
23.Wehby, J. H.、Symons, F. J.、Shores, R. E.(1995)。A Descriptive Analysis of Aggressive Behavior in Classrooms for Children with Emotional and Behavioral Disorders。Behavioral Disorders，20(2)，87-105。  new window
24.Van Acker, Richard(1993)。Dealing with Conflict and Aggression in the Classroom: What Skills do Teachers Need?。Teacher Education and Special Education，16(1)，23-33。  new window
25.Gable, Robert A.、Hendrickson, Jo Mary、Shores, Richard E.、Young, Clifford C.(1983)。Teacher-handicapped Child Classroom Interactions。Teacher Education and Special Education，6(2)，88-95。  new window
26.Gunter, Philip L.、Jack, Susan L.、Depaepe, Paris、Reed, Thomas M.、Harrison, Janet(1994)。Effects of Challenging Behaviors of Students with EBD on Teacher Instructional Behavior。Preventing School Failure，38(3)，35-39。  new window
27.Sutherland, Kevin S.(2000)。Promoting Positive Interactions between Teachers and Students With Emotional/Behavioral Disorders。Preventing School Failure，44(3)，110-115。  new window
28.Slate, John R.、Saudargas, Richard A.(1987)。Classroom Behaviors of LD, Seriously Emotionally Disturbed, and Average Children: A Sequential Analysis。Learning Disability Quarterly，10(2)，125-134。  new window
29.Gable, R. A.、Hendrickson, J. M.、Young, C. C.、Shores, R. E.、Stowitschek, J. J.(1983)。A Comparison of Teacher Approval and Disapproval Statements Across Categories of Exceptionality。Journal of Special Education Technology，6(1)，15-22。  new window
30.Jack, Susan L.、Gunter, Philip L.、Shores, Richard E.、Ellis, David N.、DeBriere, Terry J.、Wehby, Joseph H.(1993)。Classroom Interactions of Children with Behavior Disorders。Journal of Emotional and Behavioral Disorders，1(1)，27-39。  new window
31.Nelson, J. Ron、Roberts, Maura L.(2000)。Ongoing Reciprocal Teacher-student Interactions Involving Disruptive Behaviors in General Education Classrooms。Journal of Emotional and Behavioral Disorders，8(1)，27-37。  new window
研究報告
1.洪儷瑜、邱彥南、張郁雯、孟瑛如(2000)。注意力缺陷過動症學生安置與輔導工作第二年期中報告。0。  延伸查詢new window
學位論文
1.陳錦織(2001)。干擾性學生在教室內之師生互動分析(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.Wehby, Joseph Harding(1990)。Analysis of the Antecedents and Consequents to Aggressive Behavior in Classrooms for Students Identified as Seriously Emotionally Disturbed，Nashville, TN。  new window
圖書
1.Patterson, G. R.、Reid, J. B.、Dishion, T. J.(1992)。Antisocial Boys。Eugene, OR：Castalia。  new window
2.Kauffman, J. M.(2005)。Characteristics of emotional and behavioral disorders of children and youth。Upper Saddle River, NJ：Pearson：Merrill Prentice Hill。  new window
3.Bakeman, Roger、Gottman, John M.(1997)。Observing Interaction: An Introduction to Sequential Analysis。Cambridge University Press。  new window
4.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
5.Patterson, G. R.(1982)。Coercive Family Process: A Social Learning Approach。Coercive Family Process: A Social Learning Approach。Eugene, OR。  new window
6.Kauffman, James M.、Mostert, Mark P.、Trent, Stanley C.、Hallahan, Daniel P.(1998)。Managing Classroom Behavior: A Reflective Case-based Approach。Managing Classroom Behavior: A Reflective Case-based Approach。Needham Heights, MA。  new window
7.Patterson, Gerald R.、Reid, John B.(1970)。Reciprocity and Coercion: Two Facets of Social Systems。Behavior Modification in Clinical Psychology。New York, NY。  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：665（臺灣：634，外國：31） ／ 本年度總使用人次：2133566 ／ 訪客人次（自102年09月）：67942839
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