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相關文獻
- Analysis and Treatment of Body-rocking for One Student with Mental Retardation
- 重度智能障礙學童含手行為的處理
- Reduction of Hand-Mouthing in an Adolescent with Profoundly Mental Retardation
- Functional Analysis of Stereotypical Hand-Mouthing in a Student with Autism
- Functional Analysis of Stereotypical Finger Flipping in an Adolescent with Multiple Disabilities
- 行為動力論對提高國小輕、中度智能障礙學童清潔工作之影響
- Functional Analysis of Stereotypical Finger-sucking in a Child with Severely Mental Retardation
- Preference Objects as Treatment for Hand Mouthing in a Child with Mental Retardation
- The Study of Using Preference Objects to Reduce Stereotyped Finger-Sucking in an Adolescent with Mental Retardation
- Analyzing the Multiple Forms of Stereotypical Responses for One Student with Multiple Disabilities
頁籤選單縮合
題名 | Analysis and Treatment of Body-rocking for One Student with Mental Retardation=智能障礙學童搖擺身體行為的分析與介入 |
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作者姓名(中文) | 唐榮昌; | 書刊名 | 特殊教育與復健學報 |
卷期 | 15 民95.06 |
頁次 | 頁127-138 |
分類號 | 529.62 |
關鍵詞 | 搖擺身體; 功能分析; 智能障礙; 感官增強; Body-rocking; Functional analysis; Mental retardation; Sensory reinforcement; |
語文 | 英文(English) |
中文摘要 | 本研究包括三個子研究,以功能分析來暸解一位智能障礙學生搖擺身體的行為。研究一,經由教室的直接觀察行為後,使用類比功能分析來評估該學童搖擺身體的功能,是否是社會增強或是感官增強所造成的。結果顯示,其高頻率的搖擺行為只有出現於獨處情境,可能與感官的後果有關。研究二,進一步地分析該學童擺動身體行為的特定感官形式。研究結果指出,該學童的搖擺行為可能與背部或腳部的觸覺刺激有關。研究三,經偏愛物的評估後,使用該學童最喜歡的東西來對搖擺行為進行介入。結果發現,喜愛物的呈現可以有效地減低該學童擺動身體的行為。 |
英文摘要 | The present study included three experiments that functionally analyzed body-rocking behavior for one student with mental retardation. After direct observations for the student's stereotypic rocking responses in classrooms, an analogue functional analysis was conducted in Experiment 1 to assess the function of his rocking behaviors which might be maintained by social or sensory reinforcement. The results showed that his body-rocking occurred frequently only in alone conditions suggesting that sensory consequences might serve to maintain such aberrant behavior. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the specific sensory consequences causing the student's rocking responses. Results indicated that specific function of body-rocking behavior in this student was maintained by back-tactile or foot-tactile stimulation. After preference object assessment, the most favorite object was used in Experiment 3 to compete with specific sensory consequences maintaining the student's rocking behavior. Results of the present study demonstrated the most favorite object could be effectively used to reduce this student's body-rocking responses. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。