正向行為支持方案對改進高職輕度智能障礙學生問題行為之成效

The Effects of Positive Behavior Support Plan on the Problematic Behaviors of Vocational School Students with Mild Mental Retardation

本研究旨在探討正向行為支持方案對改進高職輕度智能障礙學生問題行為之成效。研究方法採用單一受試實驗設計中跨受試多基線設計，自變項為正向行為支持方案，依變項為問題行為與替代性行為出現之次數，研究對象為三名十六至十八歲之高職輕度智能障礙學生，三名受試分別接受基線期、介入期、維持期、及類化情境之實驗處理，蒐集到的資料以目視分析與簡化時間序列C統計加以分析，同時輔以教師訪談資料的社會效度分析。本研究結果摘要如下：一、正向行為支持方案對高職輕度智能障礙學生的問題行為之減少有顯著成效。二、正向行為支持方案對高職輕度智能障礙學生的問題行為之減少有維持及類化成效。三、正向行為支持方案對高職輕度智能障礙學生的替代性行為之習得有顯著成效。四、正向行為支持方案對高職輕度智能障礙學生的替代性行為之出現有維持及類化成效。五、教師訪談資料顯示本研究具良好的社會效度。

In this study， the effects of positive behavior support plan on the cor rection of problematic behaviors was investigated. The subjects were three vocational school students with mild mental retardation ages 16 to 18. The single subject research method was used with positive behavior as independent variable， and the frequency of problematic and alternative behaviors as dependent variables. Data were collected during the baseline， intervention， maintenance， and generalization phases. These data were analyzed using visual analysis and C statistics to determine the effectiveness of positive behavior support plan on the correction of problematic behaviors and the acquisition of alternative behaviors of the three subjects. The observation data were also supplemented with social validity analysis using teacher interviews. Results of this study were summarized as followings: 1 The positive behavior support plan was effective on the suppression of problematic behaviors. It was also effective in maintaining the results of such behavior change and in the generalization of the success. 2 The positive behavior support plan significantly improved the acquisition of alternative behaviors. It was also effective on the maintenance and generalization of alternative behaviors. 3 Teacher interviews had indicated that this research has a high social validity.