正向行為支持方案提升普通班中特殊需求學生情緒管理與同儕關係能力之研究

The Study of Positive Behavior Support Program on Improving Abilities of Emotional Regulation and Peer Relationship for Students with Special Needs in Regular Classrooms

蘇怡宸(Yi-Chen. Su)

指導教授 ： 朱思穎

國立清華大學/竹師教育學院/特殊教育學系/碩士(2020年)

摘要

本研究旨在探討正向行為支持方案提升普通班中特殊需求學生情緒管理與同儕關係能力研究之成效。參與受試者為三名二年級特殊需求學生。障礙類別為學習障礙、疑似非典型高功能自閉症、疑似注意力不足症。研究方法採單一受試實驗法之撤回設計（A-B-C），利用目視分析法與C統計分析料結果，以了解受試者問題行為與情緒管理的變化情形，並填寫前後測量表，自我比較同儕關係接受度是否提升。在課程介入結束後，研究者訪談導師與家長以瞭解重要他人對受試者行為變化之看法。
綜合歸納所有研究資料，本研究得到以下結論：
一、正向行為支持方案提升特殊需求學生在普通班情緒管理能力具有立即與部分維持成效。
二、正向行為支持方案提升特殊需求學生的問題行為具有立即與部分維持成效。
三、正向行為支持方案具有提升特殊需求學生在普通班情緒困擾與同儕關係的表現未顯著之效果。
四、導師與家長對受試者接受正向行為支持方案後之社會互動的改變表示正面的看法。

關鍵字

正向行為支持方案 ； 情緒管理 ； 同儕關係 ； 特殊需求學生

並列摘要

The purpose of this study was to examine positive support program on improving abilities of emotional regulation and peer relationship for students with special needs in regular classrooms. Participants were three students in 2nd grade students with learning disabilities, suspected atypical high-functioning autism, and suspected attention-deficit disorder. The study employs single-subject A-B-C design. Visual analysis and C statistic were utilized for data analysis in order to undertand participants’ changing of problem behaviors and emotion regulation. Participants filled out the self-made form before and after participating the program to compare whether it enhances the peer relationship. After conducting the intervention, both homeroom teachers and parents were interviewed to understand their perspectives regarding participants’ behavior changes.
Based on results, this study obtains the following conclusions:
1.This positive behavior support program for students with disabilities placed in regular classrooms can be effective in improving their emotion regulation, having immediate and partial maintaining effects.
2.This positive behavior support program for students with disabilities placed in regular classrooms can be effective in reducing participants’problem behaviors, having immediate and partial maintaining effects.
3.This positive behavior support program for students with disabilities placed in regular classrooms does not have significant effect on improving emotional distress and peer relationship.
4.Both homeroom teachers and parents showed their positive perspectives regarding the changes of participants’ emotion regulation.

並列關鍵字

emotional regulation ； peer relationship ； positive behavior support program ； students with special needs

參考文獻

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