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題名：國民小學情緒行為障礙學生多元介入個案研究
書刊名：新竹教育大學教育學報
作者：陳志平／周台傑／孟瑛如 引用關係
作者(外文)：Chen, Chih-ping／Cho, Tai-jey／Meng, Ying-ru
出版日期：2012
卷期：29:1
頁次：頁1-35
主題關鍵詞：情緒行為障礙；多元介入；鑑定安置；多重模式治療；輔導成效；Multiple interventions；Emotional and behavioral disorders；Identification and placement；Multimodal treatment；Educational outcomes
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(0) 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:7
  • 點閱點閱:82
本研究旨在探討國民小學情緒行為障礙學生多元介入情形，期間運用問卷、觀察和訪談等方式，蒐集9位輔導人員介入校內5位個案的情形，歸納出有效多元介入的4個階段：一、化疑慮為助力，逐步調整鑑定安置輔導措施；二、運用多重模式治療，從關鍵策略著手；三、評估成效，釐清輔導重點與維持熱誠；四、整合轉銜後的師生關係與輔導網絡。最後根據結果提出建議，期能作為情緒行為障礙學生教育輔導與未來相關研究參考。
This case study explores multiple interventions on 5 elementary students with emotional and behavioral disorders. Nine instructors were recruited, and we used quantitative questionnaires, observations, and interviews to collect data. An analysis of the results shows the existence of 4 phases for effective multiple interventions. 1. Regulating identification and placement dispels school misunderstandings and keeps teachers thinking optimistically regarding the challenge. 2. Using multimodal therapy and beginning from key strategies. 3. Clarifying points and maintaining sincerity throughout the process of appraising counseling effects. 4. During the transition from elementary school to junior high school, promotion by counselors of teacher-student relationships and the integrated counseling resources network. In this paper, we discuss the educational implications, guidance, and suggestions for further research.
期刊論文
1.Slonski-Fowler, K. E.、Truscott, S. D.(2004)。General education teachers' perceptions of the prereferral intervention team process。Journal of Educational & Psychological Consultation，15(1)，1-39。  new window
2.Domitrovich, C.、Cortes, R.、Greenberg, M.(2007)。Improving young children's social and emotional competence: A randomized trial of the preschool PATHS curriculum。Journal of Primary Prevention，28(2)，67-91。  new window
3.洪儷瑜(19990600)。學校如何因應情緒障礙學生的特殊需求--談情緒障礙特殊教育。特殊教育季刊，71，7-12+24。new window  延伸查詢new window
4.黃政昌(20010400)。學校三級預防策略之探討。諮商與輔導，184，19-23。  延伸查詢new window
5.黃裕惠(20080600)。從長期實證有效的問題行為預防方案談國內小學輔導工作的方向。輔導季刊，44(2)，60-70。new window  延伸查詢new window
6.鄭寬亮(20051200)。行為治療理論--多元模式治療簡介。諮商與輔導，240，11-15。  延伸查詢new window
7.林原賢(20040300)。折衷諮商理論與多重模式治療法。諮商與輔導，219，2-6。  延伸查詢new window
8.廖鳳池(2006)。學生輔導法立法與我國中小學校輔導工作的未來展望。現代教育論壇，15，11-16。  延伸查詢new window
9.鄭麗月(2006)。情緒與行為障礙學生融合教育的議題。國民教育，47(1)，48-56。  延伸查詢new window
10.洪儷瑜、單延愷(2005)。如何鑑定嚴重情緒障礙學生--由理論到實務的探討。特殊教育季刊，94，1-10。new window  延伸查詢new window
11.Lane, K. L.(2007)。Identifying and supporting students at risk for emotional and behavioral disordes within multi-level models: Data driven approaches to conducting secondary interventions with an academic emphasis。Education & Treatment of Children，30(4)，135-164。  new window
12.Lazarus, A. A.、Abramovitz, A.(2004)。A multimodal behavioral approach to performance anxiety。Journal of Clinical Psychology，60(8)，831-840。  new window
13.Lewis, T.、Hudson, S.、Richter, M.、Johnson, N.(2004)。Scientifically supported practices in EBS: A proposed approach and brief review of current practices。Behavior Disorders，29(3)，247-259。  new window
14.Wagner, M.、Friend, M.、Bursuck, W. D.、Kutash, K.、Duchnowski, A. J.、Sumi, W. C.、Epstein, M. H.(2006)。Educating students with emotional disturbances: A national perspective on school programs and services。Journal of Emotional and Behavioral Disorders，14(1)，12-30。  new window
15.Nathan, W. A.(1992)。Integrated multimodal therapy of children with attention-deficit hyperactivity disorder。Bulletin of the Menninger Clinic，56(3)，283-311。  new window
16.Ohan, J. L.、Cormier, N.、Hepp, S. L.、Visser, T. A. W.、Strain, M. C.(2008)。Does knowledge about ttention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions?。School Psychology Quarterly，23(3)，436-449。  new window
17.Conroy, M. A.、Stichter, J. P.、Daunic, A.、Haydon, T.(2008)。Classroom-based research in the field of emotional and behavioral disorders: Methodological issues and future research directions。Journal of Special Education，41(4)，209-222。  new window
18.Reddy, L. A.、Newman, E.、De Thomas, C. A.、Chun, V.(2009)。Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis。Journal of School Psychology，47(2)，77-99。  new window
19.Gerler, E. R.(1979)。Preventing the delusion of uniqueness: Multimodal education in mainstreamed classrooms。Elementary School Journal，80(1)，34-40。  new window
20.Gulchak, D. J.、Lopes, J. A.(2007)。Interventions for students with behavioral disorders: An international literature review。Behavioral Disorders，32(4)，267-281。  new window
21.Richard, J. T.(1999)。Multimodal therapy: A useful model for the executive coach。Consulting Psychology Journal: Practice and Research，51(1)，24-30。  new window
22.Roberts, T. K.、Jackson, L. J.、Phelps, R.(1980)。Lazarus' multimodal therapy model applied in an institutional setting。Professional Psychology，11(1)，150-156。  new window
23.Staten, R.(2008)。Primary prevention a call for advocacy and action: National forum for mental health promotion and mental illness prevention。Journal of Child & Adolescent Psychiatric Nursing，21(2)，121-122。  new window
24.Hoza, B.、Kaiser, N. M.、Hurt, E.(2007)。Multimodal treatments for childhood attention-deficit/hyperactivity disorder: Interpreting outcomes in the context of study designs。Clinical Child & Family Psychology Review，10(4)，318-334。  new window
25.Kern, L.(2008)。Introduction to the special issue on emotional and behavioral disorders: Advancing the field of EBD: Carving a path and finding a destination。Journal of Behavioral Education，17(1)，1-3。  new window
學位論文
1.黃瓊儀(2008)。臺北市國小資源班教師對疑似嚴重情緒障礙學生轉介前介入實施現況之覺知(碩士論文)。臺北市立教育大學。  延伸查詢new window
2.謝麗紅(1990)。多重模式團體諮商對父母離異兒童家庭關係信念、自我觀念及行為困擾輔導效果之研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.林本喬(1995)。多重模式班級輔導方案對國小兒童的學習表現及身心適應之輔導效果(博士論文)。國立彰化師範大學。new window  延伸查詢new window
4.Doyle, S. M.(2006)。Effects of a psychoeducational model of Lazarus' multimodal therapy on levels of self-efficacy and readiness for change in women with bulimia nervosa。The Chicago School of Professional Psychology，Illinois。  new window
圖書
1.McMillan, J. H.、Schumacher, S.(2006)。Research in education: Evidence-based inquiry。Boston, MA：Allyn & Bacon。  new window
2.楊宗仁(2001)。行為與情緒評量表指導手冊。臺北市：心理出版社。  延伸查詢new window
3.Merriam, S. B.(1999)。Qualitative research and case study applications in education。San Francisco：Jossey-Bass。  new window
4.鄭麗月(2001)。情緒障礙量表指導手冊。臺北：心理出版社。  延伸查詢new window
5.黃德祥、魏麗敏(2007)。諮商理論與技術。臺北：五南。  延伸查詢new window
6.教育部(2006)。身心障礙及資賦優異學生鑑定標準。臺北：教育部。  延伸查詢new window
7.Kauffman, J. M.(2005)。Characteristics of emotional and behavioral disorders of children and youth。Upper Saddle River, NJ：Pearson：Merrill Prentice Hill。  new window
8.楊坤堂(2000)。情緒障礙與行為異常。臺北市：五南圖書公司。  延伸查詢new window
9.洪儷瑜(2000)。青少年社會行為評量表--指導手冊。臺北市：心理出版社。  延伸查詢new window
10.Achenbach, T. M.(1991)。Integrative guide to the 1991 CBCL/4-18, YSR, and TRF profiles。Burlington, VT。  new window
11.Jacobelli, F.、Watson, L. A.(2008)。ADD/ADHD drug free: Natural alternatives and practical exercises to help your child focus。New York, NY。  new window
12.Lazarus, A. A.、Lazarus, C. N.(1991)。Multimodal life history inventory。Champaign, IL。  new window
13.Lazarus, A. A.(2006)。Brief but comprehensive psychotherapy: The multimodal way。New York, NY。  new window
14.Gardner, W. I.、Graeber, J. L.、Bouras, N.(1994)。Use of behavioural therapies to enhance personal competency: A multimodal diagnostic and intervention model。Mental health in mental retardation: Recent advances and practices。New York, NY。  new window
其他
1.教育部(2009)。特殊教育法，臺北。  延伸查詢new window
2.Horner, R. H.，Sugai, G.(2004)。School-wide positive behavior support: Implementers' blueprint and self-assessment，http://www.osepideasthatwork.org/toolkit/pdf/SchoolwideBehaviorSupport.Pdf。  new window
 
 
 
 
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