國小高攻擊傾向學生行為問題處理之個案研究

本研究旨在發展一套國小高攻擊傾向學生行為問題處理策略，並探討此策略之實施成效。研究者藉由觀察與訪談瞭解引發個案攻擊行為的因素，採多元介入模式，使用的處理策略包括：行為契約合併後果處理策略、行為提示卡、自我監控記錄，班級團體處理策略，溫馨支持的環境、經常和個案衝突的個案納入處理策略，因應技巧訓練和賦予個案責任等八項。研究者使用視覺分析、C統計和單一受試效果量等方法分析本研究之實施成效。處理期一的效果量指數 f² = 1.09，屬大效果量，但可能因接近學期末，介入時間不長（七週），個案行為尚未穩定。處理期二的目標在增進個案行為的穩定性，水準與趨勢穩定度皆達 96 % ，變異數改變量指數 f ²為2.37，亦屬大效果量。處理策略褪除後的追蹤期，個案均沒有出現目標行為，水準與趨勢穩定度皆為 100 % 。社會效度方面，無論級任老師或班上同學都表示個案不再出現目標行為。最後根據研究結果與限制提出處理策略和教學上的建議。

關鍵字

攻擊行為；單一受試研究；效果量；行為問題處理

並列摘要

The present study aimed to investigate the effects of an individualized behavior modification program on highly aggressive behaviors exhibited by an elementary school student. A multi-faceted approach was applied, including contingency contracting, self-monitor sheet, behavior cuing card, independent group contingency, a supportive environment, contingency contracting for peers in conflict with the subject, coping skills training, in conjunction with empowerment of responsibility. Outcome measures were submitted to visual analysis, C statistics along with effect sizes for single subject analysis. The results denoted a large effect size (f² =1.09) during a 7- week treatment phase I; however, the behavior of the subject wasn’t stable enough due to insufficient time for intervention (ie, approaching the end of semester). The goals for the treatment phase II were to promote the stability of the subject’s appropriate behavior. The magnitude of change in variability associated with a 9-week treatment phase II was large (f² =2.37), with both level and trend stability reaching 96%. None of the target problem behaviors was found in the follow-up phase, coupling with perfect level .and trend stability. As regards social validity, neither homeroom teacher nor classmates reported any target problem behaviors in association with the subject. Finally, teaching strategies for students with aggressive behaviors were suggested based on the findings of this study.