多重障碍学生课堂问题行为干预的个案研究

A Case Study on Classroom Problem Behaviours for Multiple Disabilities Student

多重障碍学生是特殊教育领域中较为复杂的一个群体,其障碍程度较重,课堂问题行为较复杂。本文选取一位视障兼智障多重障碍学生,采用功能性分析,了解学生问题行为的行为功能。研究选取倒返实验设计,运用身体提示策略干预个案多动、注意力不集中行为。结果显示,通过功能性分析找出具有针对性的干预策略,可以有效改变个案的问题行为。

Multipledisabilities in the field of special education students isa complex group with more severe disorders and classroom problem behaviors. A visually impaired and mentally retarded student with multiple disabilities is selected in this paper. By using functional analysis to understand the function of the student problem behavior, the experimental design and the use of physical prompts policy intervention cases hyperactivity and inattention behavior were selected in the Reversal Study. The results show that the targeted intervention strategies drawn from functional analysis can be effective in changing the behavior of the problem case.