查詢結果分析
來源資料
頁籤選單縮合
題名 | 啟智班學生問題行為及管理的調查研究=A Survey on Problem Behaviors and Their Management in Mentally Retarded Classrooms |
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作者姓名(中文) | 楊碧桃; | 書刊名 | 屏東師院學報 |
卷期 | 16 2002.03[民91.03] |
頁次 | 頁99-134 |
分類號 | 529.62 |
關鍵詞 | 智能障礙; 啟智班; 增強; 懲罰; 問題行為; Mentally retarded; Reinforcement; Punishment problem behavior; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的為了解:(一)啟智班學生常出現的問題行為及老師處理的情形;(二)啟智班老師增強物運用之情形;(三)智班老師對問題行為的預防措施。研究方法是以問卷方式進行。結果顯示啟智班中最常出現的行為:在學習方面--為上課不參與活動/無反應,缺乏學習動機;在行為方面為--上課時離座/走動,發出怪聲/哭叫,不服從。老師最常用來處理問題行為的方式依序為:直接性懲罰(63%)、間接性懲罰(21%)、及其他等。老師最常用的增強物為:食物(37%)、口頭讚美(35%)、在黑板上畫記(13%)等。老師常用增強、提示引導、及懲罰威脅來引發好行為,用直接性懲罰(61%)、間接性懲罰(22%)、正增強(6%)來減少不良行為。有56%的班級學生不知道每天在學校要作什麼,有25%知道。大部分的啟智班沒有班規。 |
英文摘要 | The purposes of this study are to understand: 1.What are the main problem behaviors occurred in the mentally retarded (MR) classroom, and how they are dealt with? 2. How the reinforcers are used in the MR classroom? 3. What preventive measures are used to prevent problem behaviors from occurring? Questionnaires from 41 MR classrooms in Kaohsiung and Pingtung areas are gathered. The following results are found: 1.The most frequently seen problem behaviors are: not participating in class, out of seat, lack of motivation, crying/making strange sounds. 2. The following methods are used to deal with the problem behaviors: direct punishment (63%), indirect punishment (21%), and ignore (5%). The edibles (37%), praises (35%), and marking on the board (13%) are the most commonly used items as reinforcers. 3. To encourage the desirable behavior, teachers use reinforcement, prompts/guidance, and punishment/threat. To decrease undesirable behavior, direct punishment (61%), indirect punishment (22%), and positive reinforcement (6%) are used. 4. The students in 56% of the classes do not know their daily schedule in school, while 25% did. 5. Most MR classes do not have classroom rules. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。