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E87083
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003
功能評量對自閉症兒童問題行為輔導之適用性研究
The Application of Functional Assessment to Treat the Problem Behaviors of Children with Autism
1.張正芬
1.Cheng-fen Chang
1.國立臺灣師範大學特殊教育學系
1.Department of Special Education, National Taiwan Normal University
001,002,003,004
1.國立臺灣師範大學特殊教育學系
1.Department of Special Education, National Taiwan Normal University
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1997-08-01
A.14 計畫執行期間(訖):1998-07-31
A.16 收到日期:1999-07-29
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學前至國中階段之自閉兒童

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145
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C.2 聯絡日期:1999-08-12
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1.國立臺灣師範大學特殊教育學系
1.Department of Special Education, National Taiwan Normal University
1
C.7 資料公開日期:2000-08-01
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008
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1.功能評量
2.自閉症
3.自閉症兒童
4.問題行為
1.Autism
2.Autistic Children
3.Functional Assessment
4.Problem Behavior
自閉症兒童的問題行為不僅相當多樣化且出現頻率高、維持時間長,所以對本身日常生活運作及學習均有相當不利的影響, 對周邊他人更常造成持久的干擾與困擾。因此,自閉症兒童問題行為的輔導一直是家長、教師臨床工作者及研究者的重要課題。對自閉症兒童的行為輔導﹐常用的有 嫌惡性與非嫌惡性策略二大類﹐嫌惡性策略效果立即而顯著﹐但維持時間短且副作用多﹐非嫌惡性策略雖費時較久﹐但效果持續時間較長且副作用較少﹐其中尤以 「功能評量」的策略不僅具有非嫌惡處置法的優點﹐更能促進新行為的建立﹐極適合用於自閉症兒童的行為輔導。功能評量,強調的是每一個行為都有其意義,也都 有其特定目的,不論此行為是適當行為或不適當行為。因此可透過行為分析的方式 ,將行為所具有的功能明確化,並具此擬定治療方針或指導策略,如此不僅能收對症下藥之效,又能針對個体之需,教與符合其能力之適當行為以取代原來之問題行 為,擴大可用行為的範圍。 本研究基於功能評量的觀點,擬編製行為功能分析量表及有關評量工具、分析自閉症兒童問題行為所屬的功能類型、並依功能類型採取功能等值的訓練以探討其適用 性。簡言之,本研究試圖建立一套簡易可行的行為功能分析與輔導模式,俾提供家長及教師在最短時間內辨識問題行為的功能類型並選擇適當的等值行為進行輔導。

The purposes of this study were to investigate the frequency and intensity of different categories of problem behaviors exhibited by students with autism and to identify the function maintaining problem behaviors. A total of 145 students (from preschool to junior high school) with autism were selected for investigating and 737 behavior samplings were observed for analyzing the function. The main findings were as follows: (1) All of the problem behaviors conducted by the whole subjects were grouped into eight categories; three of them, noncompliance, social withdraw and stereotype behavior, were the ones occurring with high frequency and middle intensity; and, unstable emotion was the one occurring with middle frequency and middle intensity. (2) Social withdrawn, aggressive behavior and unstable emotion were the behavioral categories occurring with high frequency and high intensity among the subjects having same problem behaviors. (3) Self-injuring and aggressive behavior were indicated by teachers to intend to solve mostly. (4) Noncompliance was the only one category that showed a significantly different frequency and intensity in three educational levels; no significantly different frequency and intensity were found for the other seven categories in three educational levels or different settings. (5) The function of problem behaviors showed by students with autism was wide variety. Problem behaviors were maintained mainly by function of social-positive reinforcement, social-negative reinforcement and automatic-positive reinforcement.

D.16 完成檢誤日期:2000-01-04
D.17 預定釋出日期:2000-08-01
D.18 初次釋出日期:2000-08-01
D.19_1 最新版釋出日期:2000-08-01
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10.6141/TW-SRDA-E87083-1
http://efenci.srda.sinica.edu.tw/webview/index.jsp?object=http://efenci.srda.sinica.edu.tw:80/obj/fStudy/E87083
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