資深專業支援教師推行正向行為支持之研究—他們的作法、觀點與角色

Senior Emotional and Behavioral Problems Intervention Teachers Try to Carry Out Positive Behavioral Support— Their Practices, Perspective and Roles

黃雅君

指導教授 ： 張正芬

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2007年)

摘要

本研究之目的旨在探究「臺北市特殊生嚴重情緒及行為問題專業支援團隊」之資深專業支援教師，他們在協助轉介學校建立個案的正向行為支持系統時的作法，以及支持這些做法背後他們的觀點和擔任的角色。研究採用質性研究法，研究對象係以三名現職資深專業支援教師，透過長期參與觀察、深度訪談、文件檔案與研究札記等方法蒐集資料，進而整理、分析、歸納。依上述研究目的與方法，本研究主要有以下幾點結論：
資深專業支援教師對於支援工作的作法採取螺旋循環模式來進行「評估和規劃」、「取得共識」和「提供協助」。他們隨時帶著評估的態度，並預先對介入策略、策略執行和策略調整的方式做好全盤規劃，再與校內特教團隊成員溝通協商、取得共識之後，再依據共識提供協助。協助的內容包括校內團隊整合與分工、相關專業團隊的整合、進行環境調整、增進專業知能、提供親職教育、提供重要關係人情緒的關懷、爭取行政支持、協助轉銜與後續諮詢服務等。
資深專業支援教師採取螺旋循環模式來服務，是基於經驗累積而成的觀點：他們認定自己是個有限制的助人工作者，在團隊內外皆採用團隊合作的方式工作，他們會以系統的觀點來看待問題，並在評估後採取最有效的方式來介入，避免貿然行事徒增挫折。
資深專業支援教師們認為自己的核心角色是「個案權益的倡議者」，在此前提下，他們扮演評估者、解決策略提供者、合作教學夥伴、溝通協調者、激勵者、資源連結者、情緒支持者和合作支持者的功能；避免擔任權威者、工作代理者、背書者或背黑鍋者等角色。他們會用心地經營角色形象、將自身情緒對工作的影響降至最低、不斷地從經驗反思和自我增能，以維持適當的角色功能。
根據研究發現，進行討論及提出相關建議作為師資培育機構、轉介學校、專業支援團隊、專業支援教師、教育行政主管單位及後續研究之參考。

關鍵字

正向行為支持 ； 專業支援教師 ； 作法 ； 觀點 ； 角色

並列摘要

The purposes of this study were to explore how the Senior Emotional and Behavioral Problems Intervention Teachers from Taipei City Students with Special Needs Emotional and Behavioral Problems Intervention Team help the school systems refer their clients to build positive behavioral support system, and to explore the perspective and roles supporting their ways of doing things. This study adopted qualitative research methods. Research objects were three senior Emotional and Behavioral Problems Intervention Teachers. Through a long period of participative observation, in-depth interviewing, review of archival data and research notes, the researcher arranges, analyzes, and generalizes the information. According to the research goal and methods, there were some conclusions of this research:
Senior Emotional and Behavioral Problems Intervention Teachers adopt the helical circular model to proceed assessment and planning, receive consensus and afford assistance. They have keep the attitudes of assessment all the time, and they make a total plan of intervention strategies, strategical administration and adjustment in advance. After communicating and negotiating with the members of the special education team in school, they receive consensus. According to the consensus, they afford assistance afterward. The assistance includes the school team’s integration and division, integrating related professional teams, proceeding environment adjustment, increasing professional competencies, providing parental education, providing important related people’s emotional concern, striving for administrative supports, assisting transition, providing follow-up consultation, and so on.
Senior Emotional and Behavioral Problems Intervention Teachers adopt their perspective based on the experiences to form the helical circular model . They assume themselves to be restricted practitioners. They adopt the way of team project cooperation either inside or outside of the team. They treat the problems with system views, intervene with the most efficient ways after assessment, and avoid frustration by taking action obtrusively.
Senior Emotional and Behavioral Problems Intervention Teachers think their core characters were advocators of the client’s rights and interests. Under the hypothesis, they played the roles of assessors, strategy providers, cooperative teaching partners, communicators, motivating rousers, resources linkage persons, emotional and cooperative supporters. They avoided playing the roles of authorities, agents, endorsements, or even being the scapegoats. They would work hard to maintain the role function by managing their character images, reducing their personal emotional influence to the lowest, continuing to reflect from their experience,and gaining self-empowerment.
According to the research results, proceeding discussion and proposing relevant suggestions, this research could be a good reference to teacher training organizations, referrals, emotional and behavioral problems intervention teams, emotional and behavioral problems intervention teachers, educational administrations, and further researchers.

並列關鍵字

Positive Behavioral Support ； Emotional and Behavioral Problems Intervention Teacher ； Practices ； Perspective ； Role

參考文獻

陳郁菁、鈕文英（2003）：行為支持計畫對國中自閉症學生行為問題處理成效之研究。特殊教育研究學刊，27，183-205。

林惠芬（2001）：功能性評量對智能障礙學生問題行為介入處理成效之研究。特殊教育學報，15期，85-105頁。

林鋐宇、甘蜀美、陳瑄妮（2007）：醫院治療師介入學校系統之現況與省思。身心障礙研究，4，97-118

洪儷瑜（1998）：ADHD學生的教育與輔導。臺北市：心理。

簡紅珠（2002）：教師知識的不同詮釋與研究方法。課程與教學季刊，5(3)，1-16。