基于功能性行为评估的智力障碍儿童课堂问题行为的个案研究

A Case Study of Classroom Problem Behaviors of a Child with Intellectual Disabilities Based on Functional Behavior Assessment

研究使用跨行为撤回实验设计,以功能性行为评估为基础,在培智学校自然教学情境下对一名智障儿童严重的课堂问题行为进行积极干预。研究在自然教学情境下对被试课堂问题行为的功能进行分析,并以此为依据制定并实施以积极行为支持导向的干预。视觉分析、简化时间序列的C统计与社会效度分析结果表明,以功能性行为评估为基础的前事控制、后果控制等干预策略在改善智障儿童课堂问题行为中显示出良好效果。

This study, by conducting a positive intervention in a severely retarded child＇ s classroom problem behaviors based on the use of Withdraw-Replication （ABAB） research designs and the functional behavior assessment, aims to make a functional analysis of the classroom problem behaviors in a school for children with intellectual disabilities under a natural context of teaching before conducting interventions supported by positive behaviors. The findings based on visual analysis, time series analysis with the C statistic, and social validity analysis show that the intervention strategies, including antecedent control and consequence management, achieve good results in significantly decreasing retarded children＇ s classroom problem behaviors.