以線上三級介入模式提升國中普通班教師正向行為支持知識之研究

Using Online Three-tier Training Model to Improve Knowledge of Positive Behavior Support for General Education Teachers in Junior High Schools

潘淳威(Pan Chun-Wei)

指導教授 ： 王慧婷

國立臺灣師範大學/教育學院/特殊教育學系身心障礙特教教學碩士在職專班/碩士(2022年)

https://doi.org/10.6345/NTNU202200796

摘要

本研究目的為探討以線上三級介入模式提升國中普通班教師正向行為支持知識之成效以及看法。研究方法採單一受試實驗之變更情境設計，以6名國中普通班教師為研究參與者，採用三級介入模式進行線上培訓，依序以自學、團體工作坊、一對一教練方式進行，每一階段評量結果未達90%之參與者進入下一階段接受介入，介入完成後填寫回饋調查。將所蒐集之量化資料進行視覺分析，並統整參與者回饋等相關質性資料，得到以下發現。
一、 以線上三級介入模式實施正向行為支持課程，有2位教師能在次級達通過標準。
二、 以線上三級介入模式實施正向行為支持課程，可提升6位教師正向行為支持的知識，其中2位教師達通過標準。
三、 5位教師認同以行為技能訓練融入教材與教學有助於學習與操作，4位教師對本教材持肯定態度。
四、 4位教師認同線上三級模式可提供他們在學習上不同程度的支持、能滿足其學習風格與偏好。
五、 4位教師認為正向行為支持對處理學生行為問題有幫助，願意在未來使用，並有信心能預防行為問題。

關鍵字

三級介入模式 ； 正向行為支持 ； 單一受試 ； 普通班教師 ； 線上培訓

並列摘要

The purpose of this study was to apply online three-tier teacher training model to implement a positive behavior support curriculum, and to explore the effects and views on the knowledge improvement of general education teachers. A single-subject changing conditions design was used. The participants included six general education teachers in junior high schools, and they learned the knowledge of positive behavior support in a three-tier model: asynchronous self-study, synchronous group workshop, and one-on-one coaching. Participants who did not respond to training, which was below 90% of the evaluation score results in each tier, had access to the intervention of next tier. They were invited to fill in the feedback survey after exiting the study. After visual analysis of the collected quantitative data, and integration of relevant qualitative data as well as participant feedback, the results of the study were summarized as follows. After the positive behavior support curriculum was implemented with an online three-tier teacher training model:
a) two teachers met response criteria at Tier 2;
b) the knowledge was improved for six teachers, two of the teachers met response criteria;
c) five teachers agreed that applying behavioral skills training was helpful for learning and practice, and four teachers had a positive attitude towards the positive behavior support curriculum;
d) four teachers agreed that the online three-tier teacher training model could be in accord with their learning styles and preferences, and provided them with different levels of support in learning; and
e) four teachers believed that positive behavior support was helpful in dealing with student behavior problems, were willing to use it in the future, and had confidence in preventing potential behavior problems.

並列關鍵字

general education teacher ； online training ； positive behavior support ； single-subject design ； three-tier model

參考文獻

林惠芬（2001）。問題行為動機量表編製報告。特殊教育研究學刊，20，129-145。

洪儷瑜、陳佩玉（2018）。從兩個三角形談臺灣推動正向行為支持的發展。中華民國特殊教育學會年刊，121-139。

洪儷瑜、鳳華、何美慧、張蓓莉、翁素珍主編（2018）。特殊教育學生的正向行為支持。心理出版社。

孫志麟（2022）。證據說了什麼？國民中小學教師專業發展的樣貌。師資培育與教師專業發展期刊，15（1），1-27。

孫淑柔、黃澤洋（2018）。普通班身心障礙學生學校支持服務模式之建構。當代教育研究季刊，26（1），77-113。