积极行为支持用于智障儿童问题行为干预的研究

发布时间：2018-03-17 21:07

本文选题：智力障碍儿童　切入点：问题行为　出处：《华东师范大学》2007年硕士论文　论文类型：学位论文

【摘要】： 智力障碍儿童由于受其自身障碍的限制，普遍存在认知、语言、沟通等多方面能力的缺陷，因而缺乏有效的人际沟通技能，这种人际交往能力的缺陷使得一些智力障碍儿童采用问题行为的方式作为沟通的一种手段。因此，特殊教育教师在教学过程中，经常会面临学生的各种问题行为，这些行为对课堂教学具有很大的干扰性，很多一线教师对此却感到非常无奈，他们急需简便有效的行为干预策略。本研究分两部分对智力障碍儿童的问题行为表现及功能进行研究，并探讨可供教师使用的有效干预策略。第一部分研究采用访谈法和问卷调查法对上海市七所辅读学校智障儿童的问题行为表现及基本功能做现状调查。调查结果显示，在问卷所涉及到的七类问题行为中，智障儿童表现最突出的问题行为有注意力不集中、课堂破坏和冲动行为，其余四类行为的出现人数从多到少依次为不顺从、发脾气与刻板、肢体攻击和言语攻击行为。其中，课堂破坏行为和发脾气与刻板行为对教师和同伴的干扰性最大。结果显示，注意力不集中、课堂破坏和冲动行为的主要功能为获得教师和同伴的关注；不顺从和发脾气行为的主要功能包括获得关注和逃避任务；刻板行为的主要功能则是获得感官刺激。以功能评估的观点来看，上述功能可以归类为正强化、负强化和感觉调整功能。结果还显示，教师对上述问题行为所采取的干预策略主要有口头制止、言行制止和行为指导，这些策略都在某种程度上为问题行为提供了社会性正强化，使儿童实现了问题行为的功能。第二部分研究在上述研究结果的基础上，以注意力不集中、课堂破坏和发脾气与刻板行为为主要干预内容，运用积极行为支持方法对三名问题行为较为突出的三年级智力障碍儿童实施行为干预。结果表明，三名案主的问题行为功能主要有获得教师和同伴的关注、逃避学习任务、逃避学业挫折、逃避同伴的负面评价和获得感官刺激等。在干预阶段，研究者主要采取了调整教学策略、培养替代性行为和对行为采用区别强化三种策略对三名案主的问题行为进行干预，干预后，，三名案主的问题行为都有所减少。综合研究结果，建议教师采用调整教学策略、改善课堂行为管理技巧、培养替代性行为和对行为采用区别强化等策略来预防和减少课堂问题行为的发生。
[Abstract]:Children with mental retardation lack effective interpersonal communication skills because they are limited by their own handicaps and generally lack the ability of cognition, language, communication and so on. This deficiency in interpersonal skills makes some children with mental retardation use problem behavior as a means of communication. As a result, special education teachers often face various problematic behaviors of their students in the teaching process. These behaviors have great interference to classroom teaching, but many teachers feel very helpless about them. They need simple and effective intervention strategies. This study is divided into two parts to study the behavior and function of children with mental retardation. The first part of the study is to investigate the behavior and basic functions of children with mental retardation in seven secondary schools in Shanghai by means of interviews and questionnaires. Among the seven types of problem behaviors involved in the questionnaire, the most prominent problem behaviors of children with intellectual disabilities were attention loss, classroom destruction and impulsive behavior. The other four types of behavior were disobedient, angry and stereotyped. Physical aggression and verbal aggression. Among them, classroom destructive behavior, tantrums and stereotypical behaviors were the most disturbing to teachers and peers. The results showed that attention was not focused. The main functions of classroom destructive and impulsive behavior are to gain the attention of teachers and peers, and the main functions of disobedience and tantrums include getting attention and evading tasks. The main function of stereotypical behavior is to obtain sensory stimulation. From the perspective of functional evaluation, these functions can be classified as positive enhancement, negative enhancement and sensory adjustment. The intervention strategies taken by teachers to the above problem behaviors mainly include verbal suppression, word stopping and behavioral guidance. To some extent, these strategies provide social reinforcement for problem behaviors and enable children to achieve the function of problem behavior. The second part of the study on the basis of the above research results, focusing on attention loss, classroom destruction and tantrums and stereotypical behavior as the main intervention. The positive behavior support method was used to intervene the behavior of three children with mental retardation in the third grade who had outstanding problem behavior. The results showed that the problem behavior functions of the three victims were mainly concerned by teachers and peers to avoid learning tasks. In the intervention stage, the researchers mainly adopted the adjustment of teaching strategies, such as avoiding academic frustration, avoiding the negative evaluation of their peers and obtaining sensory stimulation. After the intervention, the problem behavior of the three victims was reduced. In order to prevent and reduce the occurrence of classroom problem behavior, teachers should adopt the strategies of adjusting teaching strategies, improving classroom behavior management skills, cultivating alternative behaviors and adopting differentiated reinforcement of behaviors.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G764

【引证文献】