智能障礙學童搖擺身體行為的分析與介入

Analysis and Treatment of Body-rocking for one Student with Mental Retardation

本研究包括三個子研究，以功能分析來瞭解一位智能障礙學童搖擺身體的行為。研究一，經由教室的直接觀察行為後，使用類比功能分析來評估該學童搖擺身體的功能，是否是社會增強或是感官增強所造成的。結果顯示，其高頻率的搖擺行為只有出現於獨處情境，可能與感官的後果有關。研究二，進一步地分析該學童擺動身體行為的特定感官形式。研究結果指出，該學童的搖擺行為可能與背部或腳部的觸覺刺激有關。研究三，經偏愛物的評估後，使用該學童最喜歡的東西來對搖擺行為進行介入。結果發現，喜愛物的呈現可以有效地減低該學童擺動身體的行為。

The present study included th ree experiments that functionally analyzed bodyrocking behavior for one student with mental retardation. After direct observations for the student's stereotypic rocking responses in classrooms， an analogue functional analysis was conducted in Experiment 1 to assess the function of his rocking behaviors which might be maintained by social or sensory reinforcement. The results showed that his body-rocking occurred frequently only in alone conditions suggesting that sensory consequences might serve to maintain such aberrant behavior. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the specific sensory consequences causing the student's rocking responses. Results indicated that specific function of body-rocking behavior in this student was maintained by back-tactile or foot-tactile stimulation. After preference object assessment， the most favorite object was used in Experiment 3 to compete with specific sensory consequences maintaining the student's rocking behavior. Results of the present study demonstrated the most favorite object could be effectively used to reduce this student's body-rocking responses.