認知行為改變策略在國小學習障礙學生攻擊行為效果之研究

The Effects of the Cognitive Behavior Modification Strategy for Elementary Students With Learning Disabilities on Aggressive Behaviors

本研究主要目的在探討COOL攻擊行為探制策略對學習障礙（learning disabilities，LD）學生攻擊行為（aggressive behavior）表現的影響。COOL策略是研究者所設計的一套結合了自我教導（self-instruction）及自我監控（self-monitoring）技術成為一個降低攻擊行為表現的認知行為改變（cognitive behavior modification）策略。研究方法採用單一受試者實驗設計（single-subject experimental design）模式中的跨受試者多基線設計（multiple-baseline across subjects）。研究對象為三位具有攻擊行為傾向的國小六年級LD學生。所得的資料以目視分析與C統計法探討受試者的攻擊行為表現，另外亦收集COOL策略教學滿意度調查資料以探討本研究的社會效度。本研究結果綜合如下：（1）三位LD學生皆能習得COOL策略；（2）三位LD學生在接受COOL策略教學訓練後，其攻擊行次數有立即降低的趨向；（3）三位LD學生在攏除COOL策略教學訓練兩個月後，其教學處理的效果能長期績持；（4）教師與三位LD學生皆認為COOL策略對學生攻擊行為有正向效果；（5）三位LD學生的導師對COOL策略教學的介入成效表示很滿意。

The purpose of this study was to examine the effects of the COOL strategy on aggressive behaviors of students with learning disabilities. The COOL strategy combined self-instruction and self-monitoring into one strategy designed to increase the ability of aggression control. A single-subject multiple baseline across subjects research design was used with three participants to determine the effects of the COOL strategy on the ability of aggression control. The subjects were three elementary school students with learning disabilities and with high levels of aggressive behaviors. The data-processing procedures adopted visual analysis and the simplified time-series analysis methods. In addition, the social validity was determined by investigating the teachers' satisfaction of the COOL strategy. The results of this study were summarized as follows: (1)All three students with learning disabilities learned the steps of the COOL strategy. (2)COOL strategy had a significantly immediate effect on reducing aggressive behaviors of all the three students with learning disabilities. (3)The long-term maintenance effects of COOL strategy on aggression control for all the three students with learning disabilities were found at 2 months follow-up. (4)All the three teachers and LD students reported positive effects of the COOL strategy on students' aggressive behaviors. (5)All the three regular classroom teachers were perfectly satisfied to the intervention effects of COOL strategy.