学生课堂自伤行为的分析及干预策略探讨

An Analysis of Pupils' Classroom Self-injurious Behaviors and the Corresponding Intervention Strategies

自伤行为是指故意在自己身上造成伤害,该行为问题存在于多类儿童身上,极大地影响儿童的身心健康,也对教师有效的课堂管理提出了挑战。从积极行为支持的角度来看,学生课堂自伤行为具有三大功能:正强化、负强化、感觉刺激或感觉调整功能。文章在对自伤行为功能分析的基础上,针对学生课堂自伤行为的干预策略进行了探讨,最后,提出了事前控制,防患于未然;口语提示,培养沟通技能;区别强化,培养合适替代行为等干预策略。

Self-injurious behavior （SIB） is defined as a behavioral problem that produces injuries to an individual＇ s own body. It can be easily found among various types of special children, and greatly affects a child＇ s general health and overall quality of life. In addition, it poses a challenge to the teachers＇ teaching efficiency. According to positive behavior support, SIB has three basic functions： positive reinforcement, negative reinforcement and sensory regulation/ sensory stimulation. At last, based on the functional analysis of the SIB, this paper provides some suggestions on three aspects for reference, namely pre-correction strategies to avoid the SIB, tongue clue strategies to foster communication skills and distinguish reinforcement strategies to develop appropriate replacement behavior.