本文選題：功能性行為評(píng)估 + 智力障礙兒童��； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：20世紀(jì)90年代初期以來,隨著融合教育(Inclusive Education)逐漸成為特殊教育發(fā)展的潮流,越來越多的智力障礙兒童被安置于普通學(xué)校。洪儷瑜(2006)指出,行為問題是智力障礙兒童不被普通教育接納的最大障礙,遠(yuǎn)遠(yuǎn)超過障礙本身。因此,解決智力障礙兒童的行為問題刻不容緩。然而以往單純采取隔離、懲罰、消退等行為問題處理策略往往產(chǎn)生一系列負(fù)面影響,同時(shí),大量研究表明,功能性行為評(píng)估不僅能有效減少問題行為,而且能促進(jìn)積極行為的產(chǎn)生。本研究旨在探討智力障礙兒童課堂離座行為的功能,并探討基于評(píng)估結(jié)果的干預(yù)策略對(duì)改善普通小學(xué)智力障礙兒童課堂離座行為的成效。研究者以三名就讀于普通小學(xué)的智力障礙兒童為研究對(duì)象,采用間接評(píng)估、直接觀察與功能性分析三種方式對(duì)其課堂離座行為進(jìn)行功能性行為評(píng)估,并依據(jù)功能性行為評(píng)估的結(jié)果從前事控制、后果處理、行為訓(xùn)練以及生態(tài)環(huán)境改善等方面制定適切的干預(yù)策略。采用單一受試研究之跨被試多基線實(shí)驗(yàn)設(shè)計(jì),以了解基于功能性行為評(píng)估結(jié)果的干預(yù)策略對(duì)普小智力障礙兒童課堂離座行為的影響。經(jīng)由此得出以下研究結(jié)論:1.功能性行為評(píng)估能更加準(zhǔn)確地確定智力障礙兒童課堂離座行為的功能;2.功能性行為評(píng)估及干預(yù)能有效改善普小智力障礙兒童的課堂離座行為;3.功能性行為評(píng)估及干預(yù)具有良好的社會(huì)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.
【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】：2017
【分類號(hào)】：G764

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本文編號(hào)：1914865