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題名：正向行為支持方案對改進高職輕度智能障礙學生問題行為之成效
書刊名：特殊教育與復健學報
作者：汪芳宜／莊妙芬 引用關係
作者(外文)：Chiang, Fang-yi／Tsuang, Mai-feng
出版日期：2005
卷期：14
頁次：頁1-27
主題關鍵詞：正向行為支持；高職輕度智能障礙學生；問題行為；Positive behavior support；Vocational school students with mild mental retardation；Problematic 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(5) 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:5
  • 共同引用共同引用:0
  • 點閱點閱:36
本研究旨在探討正向行為支持方案對改進高職輕度智能障礙學生問題行為之成效。研究方法採用單一受試實驗設計中跨受試多基線設計，自變項為正向行為支持方案，依變項為問題行為與替代性行為出現之次數，研究對象為三名十六至十八歲之高職輕度智能障礙學生，三名受試分別接受基線期、介入期、維持期、及類化情境之實驗處理，蒐集到的資料以目視分析與簡化時間序列C統計加以分析，同時輔以教師訪談資料的社會效度分析。本研究結果摘要如下： 一、正向行為支持方案對高職輕度智能障礙學生的問題行為之減少有顯著成效。 二、正向行為支持方案對高職輕度智能障礙學生的問題行為之減少有維持及類化成效。 三、正向行為支持方案對高職輕度智能障礙學生的替代性行為之習得有顯著成效。 四、正向行為支持方案對高職輕度智能障礙學生的替代性行為之出現有維持及類化成效。 五、教師訪談資料顯示本研究具良好的社會效度。
In this study, the effects of positive behavior support plan on the correction of problematic behaviors was investigated. The subjects were three vocational school students with mild mental retardation ages 16 to 18. The single subject research method was used with positive behavior as independent variable, and the frequency of problematic and alternative behaviors as dependent variables. Data were collected during the baseline, intervention, maintenance, and generalization phases. These data were analyzed using visual analysis and C statistics to determine the effectiveness of positive behavior support plan on the correction of problematic behaviors and the acquisition of alternative behaviors of the three subjects. The observation data were also supplemented with social validity analysis using teacher interviews. Results of this study were summarized as followings: 1. The positive behavior support plan was effective on the suppression of problematic behaviors. It was also effective in maintaining the results of such behavior change and in the generalization of the success. 2. The positive behavior support plan significantly improved the acquisition of alternative behaviors. It was also effective on the maintenance and generalization of alternative behaviors. 3. Teacher interviews had indicated that this research has a high social validity.
期刊論文
1.Piazza, C. C.、Moes, D. R.、Fisher, W. W.(1996)。Differential reinforcement of alternative behavior and demand fading in the treatment of escape-maintained destructive behavior。Journal of Applied Behavior Analysis，29(4)，569-572。  new window
學位論文
1.黃志雄(2002)。自然環境教學對重度智能障礙兒童溝通能力的影響及其相關研究(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.鈕文英(1999)。身心障礙者行為問題處理。身心障礙者行為問題處理。高雄：國立高雄師範大學特殊教育中心。  延伸查詢new window
2.Westling, D. L.、Fox, L.(2000)。Teaching students with severe disabilities。Upper Saddle River, NJ：Prentice-Hall。  new window
3.Tawney, J. W.、Gast, D. L.(1984)。Single subject research in special education。Columbus, OH：C. E. Merrill publishing Co.。  new window
4.鈕文英(2001)。身心障礙者行為問題處理：正向行為支持取向。臺北：心理。  延伸查詢new window
5.O'Neill, R. E.、Horner, R. H.、Albin, R. W.、Sprague, J. R.、Storey, K.、Newton, J. S.(1997)。Functional assessment and program development for problem behavior: A practical handbook。Pacific Grove, CA：Brooks/Cole Publishing Co.。  new window
6.賴銘次(2000)。特殊兒童異常行為之診斷與治療。心理。  延伸查詢new window
7.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
其他
1.郭勇佐(1997)。增強替代行為改善極重度智能障礙者刻板行為之研究。  延伸查詢new window
2.Abrams, B. J., & Segal, A.(1998)。How to prevent aggressive behavior。  new window
3.Asmus, J. M., Vollmer, T. R., & Borrero, J. C.(2002)。Functional behavioral assessment: A school based model。  new window
4.Baker, D. B.(1980)。Applications of environmental psychology in programming for severely handicapped students。  new window
5.Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E.(1994)。Communication-based intervention for problem behavior: A user’s guide for producing positive change。  new window
6.Durand, V. M., & Crimmins, D. B.(1988)。Identifying the variables maintaining self-injurious behavior。  new window
7.Durand, V. M., & Carr, E. G.(1991)。Functional communication training to reduce challenging behavior: Maintenance and application in new settings。  new window
8.Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R.(1991)。Functional assessment, curricular revision, and severe behavior problems。  new window
9.Fox, L., Vaughn, B. J., Wyatte, M. L., & Dunlap, G.(2002)。“We can’t expect other people to understand “: Family perspectives on problem behavior。  new window
10.Gartin, B. C., & Murdick, N. L.(2001)。A new IDEA mandate: The use of functional assessment of behavior and positive behavior supports。  new window
11.Girolami, P. A., & Scotti, J. R.(2001)。Use of analog functional analysis in assessing the function of mealtime behavior problems。  new window
12.Hanley, G. P., Iwata, B. A., & Thompson, R. H.(2001)。Reinforcement schedule thinning following treatment with functional communication training。  new window
13.Horner, R. H., & Day, H. M.(1991)。The effects of response efficiency on functionally equivalent competing behaviors。  new window
14.Janney, R., & Snell, M. E.(2000)。Behavioral Support。  new window
15.Krishef, C. H.(1991)。Fundamental approaches to single subject design and analysis。  new window
16.Lalli, J. S., Casey, S., & Kates, K.(1995)。Reducing escape behavior and increasing task completion with functional communication training, extinction, and response chaining。  new window
17.March, R. E., & Horner, R. H.(2002)。Feasibility and contributions of functional behavioral assessment in schools。  new window
18.Quinn, M. M., Gable, R. A., Fox, J., & Rutheford, R. B.(2001)。Putting quality functional assessment into practice in schools: A research agenda on behalf of E/BD students。  new window
19.Reichle, J., & Wacker, D. P.(1993)。Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies。  new window
20.Reid, R., & Nelson, J. R.(2002)。The utility, acceptability, and practicality of functional behavioral assessment for students with high-incidence problem behaviors。  new window
21.Richman, D. M., Wacker, D. P., & Winborn, L.(2001)。Response efficiency during functional communication training: Effects of effort on response allocation。  new window
22.Ryan, A. L., Halsey, H. N., & Matthews, W. J.(2003)。Using functional assessment to promote desirable student behavior in schools。  new window
23.Safran, S. P., & Oswald, K.(2003)。Positive behavior supports: Can schools reshape disciplinary practices?。  new window
24.Scott, T. M., Nelson, C. M., Liaupsin, C. J., & Jolivette, K.(2002)。Addressing the needs of at-risk and adjudicated youth through positive behavior support: Effective prevention practices。  new window
25.Sterling-Turner, H. E., Robinson, S. L., & Wilczynski, S. W.(2001)。Functional assessment of distracting and disruptive behaviors in the school setting。  new window
26.Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D., Lassen, S., Mccart, A., Park, J., Riffel, L., Turnbull, R., Warren, J., et al.(2002)。A blueprint for school wide positive behavior support: Implementation of three components。  new window
27.Vollmer, T. R., & Iwata, B. A.(1992)。Differential reinforcement as treatment for behavior disorder: Procedural and functional variations。  new window
28.Vollmer, T. R., Roane, H. S., & Ringdahl, J. E.(1999)。Evaluating treatment challenges with differential reinforcement of alternative behavior。  new window
29.Wacker, D. P., Steege, M. W., Northup, J., Sasso, G., Berg, W., Reimers, T., Cooper, L., Gigrand, K., Donn, L. et al.(1990)。A component analysis of functional communication training across three topographies of severe behavior problems。  new window
30.Zirpoli, T. J. & Melloy, K. J.(2001)。Behavior management: Applications for teachers。  new window
 
 
 
 
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