查詢結果分析
相關文獻
- Functional Analysis and Treatment of Stereotypical Behavior in a Child with Multiple Disabilities in Tennessee, USA
- Treating Stereotypic Behaviors in a Student with Multiple Disabilities by Using Functional Communication Training
- Functional Analysis of Stereotypical Hand-Mouthing in a Student with Autism
- Functional Analysis of Stereotypical Behavior in a Child with Autism
- Functional Analysis of Stereotypical Finger Flipping in an Adolescent with Multiple Disabilities
- An Exploration and Analysis of the Functions of Stereotypies in Persons with Developmental Disabilities
- Using Functional Communication Training to Reduce Hand Mouthing Behavior in a Student with Multiple Disabilities
- Functional Analysis of Stereotypical Finger-sucking in a Child with Severely Mental Retardation
- 自閉症兒童固著行為的功能分析與介入成效之研究
- The Study of Using Preference Objects to Reduce Stereotyped Finger-Sucking in an Adolescent with Mental Retardation
頁籤選單縮合
題 名 | Functional Analysis and Treatment of Stereotypical Behavior in a Child with Multiple Disabilities in Tennessee, USA=多重障礙孩童固著行為的功能分析與介入 |
---|---|
作 者 | 唐榮昌; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 22 2002.03[民91.03] |
頁 次 | 頁171-188 |
分類號 | 529.68 |
關鍵詞 | 多重障礙; 固著行為; 功能分析; Multiple disability; Stereotypical behavior; Functional analysis; |
語 文 | 英文(English) |
中文摘要 | 目前學界對固著行為(stereotypical behavior)的起因與功能仍不清楚。有些行為分析學家們從操作制約觀點研究,發現該行為的功能可能是感官增強、社會性正增強、社會性負增強、或多重性增強所引起的。本研究共有四個子研究,對一位多重障礙學童的固著行為進行功能分析,並以功能溝通的訓練方式對個案介入。研究一、以類似的功能分析(analogue functional analysis)從操弄四種情境(引起注意、工作要求、單獨、及遊玩情境)來分析該學童固著行為的功能。結果顯示:四種情境都無法對固著行為產生區分性的結果。研究二、以功能分析來操弄四種情境(單獨、聽覺遮蔽、觸覺遮蔽、及視覺遮蔽情境)來分析造成固著行為的感官功能。結果顯示:只有在視覺遮蔽的情境下,固著行為顯著減少。研究三、繼續以功能分析來操弄五種情境(視覺刺激的遊戲、單獨、聽覺遮蔽、觸覺遮蔽、及視覺遮蔽情境)來檢視視覺刺激的遊戲能否與固著行為產生對抗的效果。研究顯示:視覺性的遊戲能成功地替代固著行為。研究四、以混合式的實驗設計(倒返實驗設計結合多基準線設計)來評量功能溝通訓練對固著行為所產生的影響。研究結果顯示:在視覺刺激的情境下,功能溝通訓練能有效地減少固著行為。最後,本研究對固著行為的感官功能、多重功能、以及形態(topography)與功能的關係進一步地討論,並對未來的研究提出建議。 |
英文摘要 | The current study included four experiments that functionally analyzed stereotypical behavior. An analogue functional analysis was used in Experiment 1 to detect the function of one student' s stereotypy which might serve to escape from task demands, obtain attention from others, or produce sensory self-stimulation. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the possible sensory consequences causing the student's stereotypy. Alternative sensory reinforcers were used in Experiment 3 to compete with specific sensory consequences maintaining the student's stereotypy. Finally, functional communication training (FCT) developed from prior functional analyses was used in Experiment 4 to test specific hypotheses regarding the operant functions of stereotypical behavior for the student. Results of the present study demonstrated sensory reinforcement was a determinant of stereotypical behavior in this student. The specific function of stereotypy in this student was maintained by visual stimulation. Moreover, FCT could be successfully taught to decrease the student s stereotypical responses. |
本系統中英文摘要資訊取自各篇刊載內容。