一起向前行—以個別化正向行為支持增進國中普通班身心障礙學生的學校適應之研究

Abstract

本研究以特殊教育學生的正向行為支持為架構，採協同行動研究法，學校團隊透過計劃、行動、觀察、反思、調整、再行動的動態歷程，一名國中七年級普通班情緒行為障礙學生為個案，期待改善個案在學校所面臨的適應困難，並促進個案在學習和行為有更好地表現。首先在初級支持服務下，研究者和協同研究者共同檢視個案已經獲得到的支持，以及仍然持續存在的困難，依照學習適應、同儕互動、師生關係、常規適應、自我適應向度，彙整出個案在學校適應中需要額外協助。接著聚焦學校團隊欲改變個案的行為問題，透過行為功能評量進行分析，使用互競行為路徑圖來規劃應對策略和訂定階段性目標，並擬出行為功能介入方案。然後召集個案之班級導師、特殊教育教師，還有國文科、英文科、數學科、表演藝術科教師組成團隊，透過團隊分工和合作，提供個別化的正向行為介入，有效減少個案的問題行為，提升學生整體適應表現。

研究結果顯示，對身心障礙學生提供連續性支持服務，包括：一、檢視初級支持服務的成效和需求；二、使用行為功能評量分析行為問題；三、循序漸進執行行為功能介入方案。而普特教師確實且穩定執行介入策略，包括：一、研擬易理解和易操作的策略；二、追蹤行為數據並視情況調整；三、涵容行為的變化並持續觀察。學校以個案為中心建立跨專業團隊合作，充分地提供服務並滿足個案的需求，包括：一、定期召開團隊會議促進彼此溝通；二、設定明確合理的目標並各司其職；三、提升教師的專業知能與心理支持。

最後根據研究結論，從實務現場和未來研究提出若干建議，以作為未來推動特殊教育學生的正向行為支持之參考。

This study is based on the framework of positive behavior support for special educational needs students and adopts a collaborative action research method. The school team uses a dynamic process of planning, action, observation, reflection, adjustment, and re-action to address the case of a seventh-grade student with emotional and behavioral disorders in a regular class. The goal is to improve the case's school adaptation difficulties and promote better learning and behavior performance.

Initially, under primary support services, the researcher and co-researchers jointly examined the support the case had already received and the persistent difficulties. They identified additional assistance needed for school adaptation based on dimensions such as learning adaptation, peer interaction, teacher-student relationships, routine adaptation, and self-adaptation. The school team then focused on changing the student's behavioral problems, analyzing them through Functional Behavior Assessment (FBA), using a competing behavior pathway diagram to plan coping strategies and set phased goals, and formulating a Behavioral Functional Intervention Plan (BFIP). The team, including the student's homeroom teacher, special education teacher, and subjects teachers (Chinese, English, Math, Performing Arts), provided individualized positive behavior interventions through teamwork and collaboration, effectively reducing the case's problem behaviors and enhancing overall school adaptation performance.

The research results indicate that providing continuous support services for students with special educational needs includes: (1) reviewing the effectiveness and needs of primary support services; (2) using FBA to analyze behavior problems; (3) gradually implementing the BFIP. Regular and special education teachers need to consistently and steadily implement intervention strategies, which include: (1) developing strategies that are easy to understand and implement; (2) tracking behavior data and adjusting according to student’s performance; (3) accommodating behavior changes and continuing observation. The school establishes a student-centered interdisciplinary team collaboration, fully providing services and meeting the case's needs, which includes: (1) holding regular team meetings to promote communication; (2) setting clear and reasonable goals with everyone fulfilling their responsibilities; (3) enhancing teachers' professional knowledge and psychological support.

Finally, based on the research conclusions, several suggestions are made from practical and future research perspectives to serve as a reference for promoting positive behavior support for special needs students.