本研究旨在根據功能性評量結果擬定正向行為支持計畫,及實施正向行為支持計畫後,對多重障礙學生課堂干擾行為與正向行為的介入效果。研究對象為一名就讀國小特教班四年級學生。研究方法採用單一受試之A-B-A-B撤回設計,研究實施時間共計48天,分為基線期一、介入期一、基線期二與介入期二四個階段。自變項為根據功能性評量所設計的正向行為支持計畫,依變項為干擾行為與正向行為的出現百分比。研究者蒐集資料結果繪製成曲線圖,並進行視覺分析與C統計。本研究的主要發現如下: 一、功能性評量能幫助了解個案干擾行為目的,依此評量結果可發展適合的正向行為支持計畫。 二、正向行為支持計畫實施後個案干擾行為的出現百分比降低。 三、正向行為支持計畫實施後個案的正向行為出現頻率有提高。 依本研究結果加以討論外,在教學實用的建議亦被提出,例如實施個案學習情境的控制、教導適合個案的替代行為、正向回饋個案的行為表現,與實施讓行為無效之策略。
The purposes of this study was to develop the positive behavioral support plan, which was based on student’s functional behavior assessment results. The intervention effects of classroom disruptive behaviors and positive behaviors, which in student with multiple disabilities. The subject of this study was a 4th-grade student with multiple disabilities studying in a special education class. This study applied the reversal design, A-B-A-B, of the single subject design. The entire research period was 48 days, which was divided in baselineⅠ, interventionⅠ, baselineⅡ, interventionⅡ four periods. The independent variable in this study was positive behavioral support plan, and the dependent variables were the occurrence percentage of disruptive behaviors and positive behaviors. The researcher collected data of this study results, and drew into a graph, analyzed with visual inspection and Tryon’s C statistics. The results of the study indicated that: 1. Functional behavior assessment can help understanding student’s disruptive behaviors, and also developed appropriate positive behavioral support plan. 2. Positive behavioral support plan can decrease the percentage of this student’s disruptive behaviors. 3. After the intervention of positive behavioral support plan, this student’s positive behaviors increases. In addition to the discussion of the results, practical suggestions were also given. The researcher suggested to control the learning environment in the classroom, teaching proper substitution behaviors, giving positive feedback, and discourage disruptive behaviors.