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題 名 | 功能本位介入策略對注意力缺陷過動症學生口語干擾行為之成效研究=The Effects of Functionally-based Intervention on Verbally Disruptive Behavior for Students with Attention-Deficit Hyperactivity Disorder |
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作 者 | 楊俊威; 鈕文英; | 書刊名 | 東臺灣特殊教育學報 |
卷 期 | 8 民95.12 |
頁 次 | 頁21-38 |
分類號 | 529.68 |
關鍵詞 | 注意力缺陷過動症; 口語干擾行為; Attention deficit hyper activity disorder; ADHD; Verbally disruptive behavior; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的,在於透過功能性評量之結果,介入輔導同班級一對注意力缺陷過動症的孿生兄弟,主要結論有下列三點: 一、透過功能性評量,發現個案之行為問題除了本身ADHD 症狀影響外,發生行為問題的前置事件多為:無聊、老師不理他、或是前一節課(包含下課)情緒未被處理、個案才會以行為問題得到任課老師注意或是發洩情緒。 二、兩種策略介入後,兩位個案行為問題的改善趨勢變化雖不穩定,但確實能有效減少發生的次數。 三、包裹式策略介入對於兩位個案之行為問題改善結果並不一致,包裹式介入策略對於個案二之介入效果較單一策略介入為佳,而個案一對於包裹式策略介入的成效相較於單一策略介入並未有顯著差異,參照質性資料的結果可發現,兩位個案雖為孿生兄弟,且在同班級上課,但還是有個別間差異存在。 |
英文摘要 | The purpose of this study was to provide the twin brothers with ADHD an appropriate intervention based on the outcomes of functional assessment. The major findings were as follows: 1.Through the functional assessment, these findings showed that the symptoms of ADHD itself caused verbally disruptive behavior, but the two clients tended to have more verbally disruptive behavior when being bored, being neglected by their teacher or having a to-be-dealt mood from the previous session or during recess in order to obtain the teacher's attention or to vent their emotions. 2.After two strategies being intervened, the problem behaviors of both cases had reduced effectively, yet, it did not show constant tendency toward promising improvement. 3.The intervention named as packaged strategy showed different outcomes of improvement between the two clients. For case II, the intervention of packaged strategy had a better result than that of single strategy. As for case I, there was no significant difference between the two strategies. As contrasted with qualitative data, the results indicated that the brothers with ADHD were twins and studying in the same class, but the individual difference still existed. |
本系統中英文摘要資訊取自各篇刊載內容。