運用正向行為支持處理學前自閉症幼童問題行為-與幼教教師合作之行動研究

Cooperating with a Preschool Teacher Using Positive Behavior Support to Improve Problem Behaviors of a Child with Autism.

程硯寧(Yan-Ning Cheng)

指導教授 ： 林初穗

中原大學/人文與教育學院/特殊教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700459

摘要

運用正向行為支持改善學前自閉症幼童問題行為-與幼教教師合作之行動研究

摘要

本研究旨在透過與普通幼兒教育教師協同合作處理一位自閉症幼兒的攻擊行為的歷程，透過功能性評量分析該幼兒的問題行為所具備的功能後配合三級預防發展正向行為支持計畫。整個正向行為支持計畫中的第一級預防為進行日常生活作息與學習的生態調整，接著進入到以行為教導為主的第二級預防並同時輔以自我管理與行為後果處理減少該名幼童的問題行為。該名幼童的問題行為在類化期間逐漸減少並消失而且在第二級預防中所教導的四個正向行為有三個能出現在類化的情境；此外在整個研究結束後的一個學期進行追蹤該名幼童的問題行為狀況，結果為未再出現問題行為。整個研究的結論為跨領域協同處理問題行為具有正向的效果並同時能提升研究參與人員相關的專業成長，研究最後也提出相關建議供未來研究者參考以及與實務界進行相關跨領域協同之建議。

關鍵字

自閉症 ； 正向行為支持 ； 行動研究

並列摘要

Cooperating with a Preschool Teacher Using Positive Behavior Support to Improve Problem Behaviors of
a Child with Autism.
Abstract
The purpose of this study was to describe the process of using positive behavior support to improve the problem behavior of a child with autism in cooperation with preschool teacher. The study analyzed the functions in the problem behavior of the child through functional assessment first, and then provided with tertiary prevention development positive behavior support plan. The primary prevention of the positive behavior support plan focused on the ecology adjustment of daily life routine and learning. The secondary prevention was on the self-management and behavior consequence to reduce the problem behavior. The results showed that the problem behaviors were reduced gradually and even disappeared. The three of four positive behaviors taught in the secondary prevention maintained even in the generalization period. Further, after the completion of the research six months later, the study found that the problem behaviors never appeared again. The study suggests that cross disciplinary cooperation of providing positive behavior support to problem behaviors has positive effect and can promote the self-growth of the participants involved in this study. The study also provided implications for future researchers and cross-disciplinary practitioners.

並列關鍵字

Autism ； Positive Behavior Support ； Action Research

參考文獻

教育部（2015）。特殊教育法。台北市：五南。

楊坤堂（2008）。正向行為支持的概念與策略。國小特殊教育，46，01-12

莊令如（2011）。應用自我管理策略改善自閉症學童分心行為。特教論壇，11，74-81 。

蔡宗榮（2014）。正向行為支持計畫對促進亞斯伯格學童班級適應行為之行動研究（未出版之碩士論文）。樹德科技大學，高雄市。

朱巧馨（2010）。正向行為支持方案對改善國中自閉症學生行為問題之研究（未出版之碩士論文）。國立台東大學，台東縣。