查詢結果分析
相關文獻
- Using Functional Communication Training to Reduce Hand Mouthing Behavior in a Student with Multiple Disabilities
- 多重障礙學生含手行為的功能分析
- Treating Stereotypic Behaviors in a Student with Multiple Disabilities by Using Functional Communication Training
- 智能障礙學童含手行為的介入研究
- Functional Analysis and Treatment of Stereotypical Behavior in a Child with Multiple Disabilities in Tennessee, USA
- 重度智能障礙學童含手行為的處理
- Preference Objects as Treatment for Hand Mouthing in a Child with Mental Retardation
- Reduction of Hand-Mouthing in an Adolescent with Profoundly Mental Retardation
- Effects of Functional Communication Training on Hand-Mouthing in a Student with Severely Mental Retardation
- 身心障礙學童含手行為的處理
頁籤選單縮合
題名 | Using Functional Communication Training to Reduce Hand Mouthing Behavior in a Student with Multiple Disabilities=以功能溝通訓練來減低多重障礙學童的含手行為 |
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作者 | 唐榮昌; 王明泉; | 書刊名 | 東臺灣特殊教育學報 |
卷期 | 7 民94.11 |
頁次 | 頁1-17 |
分類號 | 529.68 |
關鍵詞 | 功能溝通訓練; 含手行為; 功能分析; 多重障礙; Functional communication training; Hand-mouthing; Functional analysis; Multiple disabilities; |
語文 | 英文(English) |
中文摘要 | 本研究共有三個子研究,採單一受試研究法,以一位有含手行為(hand mouthing)的多重障礙學童為研究對象,使用數位攝影機全程錄下其含手的行為,事後進行觀察、紀錄、以及視覺檢查的分析。研究一、以類似功能分析(analogue functional analysis)從操弄要求、注意、獨處、以及遊戲四種情境,來分析該學童含手的功能是社會負增強、社會正增強、或感官增強所造成的。研究二、進一步地分析造成該學童含手行為的感官型態,研究三、先進行偏好物的評量,再以功能溝通訓練教導該學童以手勢來表達需求,以此對含手行為進行介入。研究結果顯示:感官的增強是學童反覆含手行為的主要原因之一,而口部或手部的觸覺感官後果可能是該學童含手行為的功能。此外,功能溝通訓練可以增加該學童的溝通能力,並可有效地降低其含手行為的次數。 |
英文摘要 | The current study employed a single subject methodology and included three experiments that functionally analyzed one multiple disability student's hand-mouthing behavior. The investigator videotaped each condition using a videocassette recorder. Behavioral data were recorded and then analyzed by visual inspection. An analogue functional analysis included demand, attention, alone, and play conditions was used in Experiment 1 to detect the function of the student's hand-mouthing which might be negative social reinforcement, positive social reinforcement, or sensory reinforcement. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the possible sensory consequences causing the student's hand-mouthing. After preference item assessment, FCT was employed in Experiment 3 to teach the student to express his needs by gesture and to treat his mouthing behavior. Results of the present study demonstrated sensory consequence was one determinant of hand-mouthing in this student. The specific function of this student's hand-in-mouth behavior might be maintained by oral-and hand-tactile stimulation. Furthermore, FCT could be successfully taught to increase the student's communication ability and to decrease his hand-mouthing behavior. |
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