本文選題：融合教育 + 情緒與行為障礙兒童　； 參考：《重慶師范大學(xué)》2014年碩士論文

【摘要】：本研究的主要目的在探討融合教育環(huán)境下情緒與行為障礙兒童接受社交技巧教學(xué)后,其正向社交行為出現(xiàn)率是否有所增加,以及社交技巧教學(xué)是否能提升其社交能力和增進(jìn)人際關(guān)系。 本研究以重慶地區(qū)兩名情緒與行為障礙兒童為研究對(duì)象,這兩名學(xué)生在《兒童適應(yīng)行為量表》中的評(píng)量結(jié)果均顯示其存在社會(huì)適應(yīng)行為缺損,在學(xué)校中表現(xiàn)出的問題行為包括不會(huì)與同學(xué)溝通、常與同學(xué)發(fā)生肢體或語(yǔ)言沖突、常出現(xiàn)不遵守規(guī)則行為而受到同學(xué)的排斥等。本研究針對(duì)兩名個(gè)案常出現(xiàn)的問題行為,將社交技巧教學(xué)內(nèi)容分為三大層面,包括溝通技巧、相處技巧和處理沖突技巧,從這三方面增進(jìn)個(gè)案的正向社交行為,提高其社交能力。 研究方式采用單一受試實(shí)驗(yàn)設(shè)計(jì)模式中倒返實(shí)驗(yàn)設(shè)計(jì),自變項(xiàng)為社交技巧教學(xué),依變項(xiàng)為正向社交行為出現(xiàn)的百分比、社交問題行為出現(xiàn)的百分比以及同伴提名次數(shù)、教學(xué)回饋問卷、訪談等。每個(gè)目標(biāo)行為同時(shí)進(jìn)行基線期、處理期、維持期的實(shí)驗(yàn)處理,維持期之后隔2周進(jìn)行三次追蹤期的觀察。 本研究重要發(fā)現(xiàn)如下： 1、情緒與行為障礙兒童存在較明顯的溝通問題行為、相處問題行為和處理沖突問題行為,顯示他們?nèi)狈贤记�、相處技巧及處理沖突的技巧； 2、社交技巧教學(xué)對(duì)增進(jìn)正向社交行為、提高社交能力具立即教學(xué)效果以及長(zhǎng)期維持效果； 3、本社交技巧教學(xué)教導(dǎo)正向社交行為,隨著正向社交行為的出現(xiàn)率增加,其社交問題行為相應(yīng)減少； 4、社交技巧教學(xué)能改善情緒與行為障礙兒童的人際關(guān)系,提高班級(jí)接納度。
[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.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G76

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本文編號(hào)：1844668