本研究以注意力缺陷過動症兒童為個案，探究功能性評量對於課堂干擾行為介入 之成效。該生在班級課堂中經常出現多種干擾行為，研究者分別運用「行為動機評量 表」、「A-B-C 描述性資料蒐集表」進行功能性評量分析後，選取個案出現頻率最高之 「口語干擾行為」優先進行處理，以ABA 倒返實驗設計進行介入，應用「調整教材內 容難度」作為介入策略，研究結果發現介入後，個案干擾行為次數明顯下降，亦發現 其餘干擾行為發生的次數也大幅下降許多。透過功能性評量能適切找出問題行為之功 能，並發展出合宜的處理方案，減少問題行為發生頻率。

The present study aims at exploring the effect of functional analysis in reducing the interference behavior of ADHD children. The Motivation Checklist and the A-B-C Behavior Checklist were adopted to collect and analyze concerning data. The purpose of the subject’s interference behavior was mainly to dodge from difficult activity which occurred mostly as the form of oral interference behavior. The A-B-A Reversal Replication Design was adopted accompanied by the strategy of adjusting the difficulty of learning material. The results showed that after intervention, there was a significant drop in the frequency of interference behavior. Through functional analysis, teachers and researchers could identify the purpose of specific behavior and develop proper intervention strategy to reduce the occurrence of inappropriate behavior.