正向行為支持對改善國中智能障礙學生課堂行為問題之成效

Abstract

本研究旨在探討正向行為支持對於智能障礙學生課堂行為問題的處理成效。研究對象為就讀新竹市某公立國中一年級男學生一名，研究方法採單一受試研究中的ABM教學設計來進行研究。 本研究的自變項是功能評量為基礎的正向行為支持；依變項是減少課堂行為問題及增加正向行為之成效。首先研究者對教師與家長進行訪談和直接觀察了解個案行為問題的功能，發展以功能性評量為基礎的正向行為支持。本研究介入過程包含基線期、處理期與維持期三個階段，蒐集觀察資料，並以目視分析法與C統計分析之，最後再與參與教師與家長進行訪談，以了解本研究之社會效度。本研究結論如下： 一、正向行為支持能有效抑制研究對象之課堂行為問題 二、正向行為支持能促進研究對象的正向行為 三、正向行為支持對研究對象之正向行為具有維持效果 四、正向行為支持的社會效度良好

The study aimed to explore the effectiveness of positive behavior support program for a student with intellectual disabilities on behavior problem in class. The subject was a first-year male student enrolled in a public junior high school in Hsin-chu. Single subject research design withdrawal (A-B-M design) was chosen as the research method for this study. The positive behavior support (PBS) program was based on functional assessment and was developed as the independent variable in the study; the dependent variable was the reducing behavior problem in class and the effectiveness of increasing positive behavior. At first，the researcher interviewed the subjects’ parents and teachers to understand the function of behavior problem. And then develop the positive behavior support program that based on functional assessment. Data was collected during the baseline, treatment, and maintenance periods, and was analyzed with visual analysis and C statistic method. At the end of maintenance period, all participators were interviewed to examine the social validity of this study. The results of this research included: 1. Positive behavior support can suppress efficiently the behavior problem in class of the subject. 2. Positive behavior support can increase the positive behavior of the subject. 3. Positive behavior support can make subject maintain excellent the positive behavior. 4. The results of their interview showed that his teachers and parents all agree positive behavior support was helpful.