智能障礙學童含手行為与介入研究.docVIP

研究題目：關於智能障礙學童研究 五篇文獻 ＆ 一篇心得 班級：幼二A 姓名：傅郁婷 學號第一篇 篇　名 智能障礙學童含手行為的介入研究 作　者 唐榮昌(J-C Tang) 刊　名 新竹教育大學學報 摘要 本研究以功能評量及功能分析的方式來找出一位重度智能障礙學童含手行為的功能，並根據該行為的功能去發展適當的介入方案，以減少此行為，共有四個子研究：研究一，使用描述分析來瞭解含手行為的可能功能。研究二、以類似功能分析，從操弄四種情境來分析含手行為的功能。研究三，以感官的功能分析，從五種感官遮蔽的情境，來瞭解含手行為特定的感官後果。研究四，根據功能分析的結果設計適當的功能溝通訓練，以跨情境的多基準線設計來檢視此溝通方案的實施成效。研究結果顯示，該位學童的含手行為與多重增強的功能有關：有時可能是為了自我感官的刺激；有時可能是為了逃避他人的要求而形成。特定感官的分析發現，此位學童的含手行為與手部觸覺的自我刺激有關。最後實驗顯示，功能溝通訓練的教導可減低含手行為的頻率。 The purposes of this study were to explore what kinds of functions serve to maintain the students hand-mouthing and to develop appropriate intervention plan based upon the functional analyses. One student with severely mental retardation who displayed lots of hand-mouthing responses participated in this study. The current study included four experiments that functionally analyzed hand-mouthing behavior. Descriptive analyses were used in Experiment 1 to assess possible functions of the students mouthing behavior. An analogue functional analysis consisted of Demand, Alone, Social, and Play condition was conducted in Experiment 2 to detect the function of the students hand-mouthing. Functional analyses of sensory modalities were further used in Experiment 3 to find out specific sensory consequences which might control the students hand-in-mouth behavior. Finally, functional communication training developed from prior analyses was conducted in Experiment 4 to test specific hypotheses regarding the operant functions of mouthing behavior. Results showed that sensory and negative social reinforcements might contribute to maintain such aberrant behavior. The specific sensory source of hand-in-mouth in this student was derived from hand stimulation. Furthermore, functional communication training could be successfully taught to reduce such aberrant behavior in the Alone and Demand conditions, respectively. 關鍵詞 智能障礙,含手行為,類似功能分析,功能溝通訓練;mental retardation,hand-mouthing,functional communication training,functional analysis