融合教育环境下情绪与行为障碍儿童社交技巧教学之成效研究

发布时间：2018-05-04 21:13

本文选题：融合教育 + 情绪与行为障碍儿童　；参考：《重庆师范大学》2014年硕士论文

【摘要】：本研究的主要目的在探讨融合教育环境下情绪与行为障碍儿童接受社交技巧教学后,其正向社交行为出现率是否有所增加,以及社交技巧教学是否能提升其社交能力和增进人际关系。本研究以重庆地区两名情绪与行为障碍儿童为研究对象,这两名学生在《儿童适应行为量表》中的评量结果均显示其存在社会适应行为缺损,在学校中表现出的问题行为包括不会与同学沟通、常与同学发生肢体或语言冲突、常出现不遵守规则行为而受到同学的排斥等。本研究针对两名个案常出现的问题行为,将社交技巧教学内容分为三大层面,包括沟通技巧、相处技巧和处理冲突技巧,从这三方面增进个案的正向社交行为,提高其社交能力。研究方式采用单一受试实验设计模式中倒返实验设计,自变项为社交技巧教学,依变项为正向社交行为出现的百分比、社交问题行为出现的百分比以及同伴提名次数、教学回馈问卷、访谈等。每个目标行为同时进行基线期、处理期、维持期的实验处理,维持期之后隔2周进行三次追踪期的观察。本研究重要发现如下： 1、情绪与行为障碍儿童存在较明显的沟通问题行为、相处问题行为和处理冲突问题行为,显示他们缺乏沟通技巧、相处技巧及处理冲突的技巧； 2、社交技巧教学对增进正向社交行为、提高社交能力具立即教学效果以及长期维持效果； 3、本社交技巧教学教导正向社交行为,随着正向社交行为的出现率增加,其社交问题行为相应减少； 4、社交技巧教学能改善情绪与行为障碍儿童的人际关系,提高班级接纳度。
[Abstract]:The main purpose of this study was to investigate whether the positive social behavior of children with emotional and behavioral disorders increased after they were taught social skills in an integrated educational environment. And whether the teaching of social skills can improve their social skills and interpersonal relations. In this study, two children with emotional and behavioral disorders in Chongqing were studied. The results of the assessment of the two students in the Children's Adaptive behavior scale showed that they had social adaptive behavior defects. The problem behaviors in school include not communicating with students, often having physical or verbal conflicts with students, often disobeying rules and being rejected by students. In this study, the teaching content of social skills was divided into three levels, including communication skills, coexistence skills and conflict management skills, which were used to promote the positive social behavior of the two cases. Improve their social skills. In this study, the reverse experiment design was used in the single test design mode. The self-variant was the teaching of social skills, the percentage of positive social behaviors, the percentage of behavior of social problems and the number of times of peer nomination according to the variables. Teaching feedback questionnaire, interview and so on. At the same time, each target behavior was treated with baseline period, treatment period, maintenance period, and three tracking periods were observed every 2 weeks after the maintenance period. The main findings of this study are as follows: 1. Children with emotional and behavioral disorders have obvious communication problem behavior, problem behavior and conflict handling behavior, which shows that they lack communication skills, coexistence skills and conflict handling skills; 2. The teaching of social skills has the immediate teaching effect and the long-term maintenance effect to promote the positive social behavior and improve the social ability; (3) the teaching of social skills teaches positive social behavior, and with the increase of the occurrence rate of positive social behavior, the social problem behavior decreases accordingly; 4. The teaching of social skills can improve the interpersonal relationship and class acceptance of children with emotional and behavioral disorders.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G76

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