普小智力障碍儿童课堂离座行为的功能性行为评估及干预的个案研究

发布时间：2018-05-20 13:50

本文选题：功能性行为评估 + 智力障碍儿童　；参考：《重庆师范大学》2017年硕士论文

【摘要】：20世纪90年代初期以来,随着融合教育(Inclusive Education)逐渐成为特殊教育发展的潮流,越来越多的智力障碍儿童被安置于普通学校。洪俪瑜(2006)指出,行为问题是智力障碍儿童不被普通教育接纳的最大障碍,远远超过障碍本身。因此,解决智力障碍儿童的行为问题刻不容缓。然而以往单纯采取隔离、惩罚、消退等行为问题处理策略往往产生一系列负面影响,同时,大量研究表明,功能性行为评估不仅能有效减少问题行为,而且能促进积极行为的产生。本研究旨在探讨智力障碍儿童课堂离座行为的功能,并探讨基于评估结果的干预策略对改善普通小学智力障碍儿童课堂离座行为的成效。研究者以三名就读于普通小学的智力障碍儿童为研究对象,采用间接评估、直接观察与功能性分析三种方式对其课堂离座行为进行功能性行为评估,并依据功能性行为评估的结果从前事控制、后果处理、行为训练以及生态环境改善等方面制定适切的干预策略。采用单一受试研究之跨被试多基线实验设计,以了解基于功能性行为评估结果的干预策略对普小智力障碍儿童课堂离座行为的影响。经由此得出以下研究结论:1.功能性行为评估能更加准确地确定智力障碍儿童课堂离座行为的功能;2.功能性行为评估及干预能有效改善普小智力障碍儿童的课堂离座行为;3.功能性行为评估及干预具有良好的社会效度。
[Abstract]:Since the early 1990s, with inclusive education gradually becoming the trend of the development of special education, more and more children with mental retardation have been placed in ordinary schools. Hong Liyu (2006) noted that behavioural problems are the biggest obstacle for children with intellectual disabilities not to be accepted into general education, far exceeding the barriers themselves. Therefore, it is urgent to solve the behavioral problems of children with mental retardation. However, in the past, a series of negative effects were often caused by simply adopting behavior problems such as isolation, punishment and extinction. Meanwhile, a large number of studies have shown that functional behavior assessment can not only effectively reduce the problem behavior. And it can promote positive behavior. The purpose of this study was to explore the function of classroom abscission behavior of children with mental retardation and the effect of intervention strategies based on evaluation results on improving classroom abscission behavior of children with mental retardation in general primary schools. In this study, three children with mental retardation enrolled in general primary schools were investigated by indirect evaluation, direct observation and functional analysis. Based on the results of functional behavior assessment, appropriate intervention strategies were established in such aspects as control, consequence management, behavior training and ecological environment improvement. In order to understand the influence of intervention strategies based on the results of functional behavior assessment on the classroom behavior of children with general mental retardation, a multi-baseline design of a single study was used to study the effects of intervention strategies on the behavior of children with general mental retardation. From this, the following research conclusions are drawn: 1. Functional behavior assessment can more accurately determine the function of children with mental retardation. Functional behavior assessment and intervention can effectively improve the classroom behavior of children with mental retardation. Functional behavior evaluation and intervention have good social validity.
【学位授予单位】：重庆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764

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