“签入/签出”方法对学生问题行为的预防干预及启示被引量：4

Preventive intervention of students' behavior problems by “Check-in/check-out” program in America

下载PDF

导出

摘要对学生问题行为的预防干预是教育中不可忽视的问题。为了减少学生的问题行为,美国在全校范围内实施了积极行为支持三个级别的预防干预体系。其中,在第二级别的预防干预中利用"签入/签出"方法来预防干预学生的问题行为。文章着重介绍美国"签入/签出"方法及其实施步骤、特点和效果等内容,并在此基础上介绍该方法在特殊教育领域中的运用情况,为国内解决学生问题行为提供借鉴。 Preventive intervention of behavior problems is a problem that can not be ignored in education. In order to reduce the student＇s problem behaviors, America implements the school wide positive behavioral support （SWPBS） model within three lev- els of prevention and intervention system. Among them, using the method of ＂check-in/check-out＂ to prevent and intervene the problem behaviors in the secondary prevention intervention. Through setting the behavior expectations, monitoring the process of prevention and intervention, and adjust the prevention and intervention plan, ＂Check-in/check-out＂ program can effectively im- prove the problem behaviors. This paper introduce the ＂check-in/check-out＂ program and its implementation procedures, features and the effect of prevention and intervention. On this basis, this paper introduce the method is applied in the field of special education, than to provide reference for prevent and intervene the students＇ problem behavior in China.

作者黄钟河朱楠

机构地区华中师范大学教育学院

出处《现代特殊教育》 2016年第20期51-58,共8页 Modern Special Education

关键词问题行为预防干预 “签入/签出”方法 problem behavior preventive intervention Check-in/Check-out Program

分类号 G760 [文化科学—特殊教育学]

引文网络
相关文献

参考文献1

1刘宇洁,韦小满,梁松梅.积极行为支持模式的发展及特点[J].中国特殊教育,2012(5):12-17. 被引量：23

二级参考文献24

1Durand M V, Cart E G. Self- injurious behavior: mo- tivating conditions and guidelines for treatment. School Psychology Review, 1985, 14(2) : 171 - 176.
2Meyer L H, Evans I M. Nonaversive interventions for problem behaviors: a numual for home and community. Baltimore: Brookes, 1989. 63- 84.
3Cart E G. Ftmetional equivalence as a mechanism of re- sponse generalization. In Homer R H, Dunlap G, Koe- gel R L (Eds.) Generalization and maintenance: lifes- tyle change in applied settings. Baltimore: Brookes, 1988. 221 - 241.
4Homer R H, Dunlap G, Koegel R L, et al. Toward a technology of "nonaversive" behavioral support. Journal of the Association for Persons with Severe Handicaps,1990, 15(3):125 - 132.
5Walker H M, Homer R H, Sugai G, et al. Integrated ap- proaches to preventing antisocial behavior patterns among school- age children and youth. Journal of Emotional and Behavioral Disorders, 1996, 4(4) : 194 - 209.
6Lewis T J, Sugai G. Effective behavior support: a sys- tems approach to proaetive school- wide management. Focus on Exceptional Children, 1999, 31(6) : 1 - 24.
7Homer R H, Sugai G. School - wide behavior support: an emerging initiative (special issue). Journal of Positive Behavior Interventions, 2000, 2(4): 231- 232.
8Carr E G, Dunlap G, Homer R H, et al. Positive be- havior support: evolution of an applied science. Journal of Positive Behavior Interventions, 2002, 4 ( 1 ) : 4 - 16, 20.
9Dunlap G, Sailor W, Homer R H, et al. Overview and history of positive behavior support. In W Sailor, G Dunlap, G Sugai, et al. (Eds). Handbook of Positive Behavior Support. New York: Springer, 2009. 3 - 16.
10Sugai G, Homer R H, Dunlap G, et al. Applying posi- tive behavior support and functional behavioral assess- ment in schools. Journal of Positive Behavior Interven- tions, 2000, 2(3): 131- 134.