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題 名 | 以功能性評量與介入國中輕度智能障礙學生上課不專注行為=Using Functional Behavior Assessment and Intervention to Treat Inattentive Behavior in Class of a Junior High School Student with Mild Mental Retardation |
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作 者 | 陳姿瑾; 殷緗芸; 楊靜怡; 吳柱龍; | 書刊名 | 特殊教育與輔助科技 |
卷 期 | 11 2014.11[民103.11] |
頁 次 | 頁46-51 |
分類號 | 529.62 |
關鍵詞 | 輕度智能障礙; 功能性行為評量; 行為介入方案; Mild mental retardation; Behavioral functions intervene; Functional behavior assessment; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要以一位國中輕度智能障礙學生為研究對象,利用功能性評量分析行為動 機原因,以及單一受試實驗法來設計介入策略並探討研究結果是否有助於幫助學生改 善不專注行為能力。在功能性評量分析得到學生行為動機,依序為逃避、獲得他人注 意、獲得實質東西,而介入策略處理成效結果分析在基線期(A)觀察中,不專注行為 問題出現百分比平均水準為59.5%,處理期(B)平均水準降低為29.5%,維持期(A') 平均水準持續下降至18.7%。研究結果顯示,個案發生不專注行為問題的次數百分比 平均值,在處理期至維持期呈現正向遞減的趨勢,表示透過行為功能評量介入所採取 的診斷與處理,能有效減少個案的不專注行為問題,且具有維持效果。 |
英文摘要 | Our research included one junior high school student with mild mental retardation as subject, using functional behavior assessment to analyze this subject’s inattentive behavior, design intervention strategies, and discuss the effects. Results: (1) In functional behavior assessment, we found that subject’s inattentive behavior is motivated by avoidance,attention-seeking, and gaining stuff. (2)In baseline(A), occurrence rate of inattentive behavior is 59.5%. In intervention stage(B), occurrence rate is 29.5%. And in maintaining stage(A’), occurrence rate is 18.7%. According to the results, there’s a tendency to decrease from intervention stage(B) to maintaining stage(A’) which means functional behavior assessment and intervention can reduce student’s inattentive behavior, and maintain the effects. |
本系統中英文摘要資訊取自各篇刊載內容。