自閉症學童固著行為功能之研究

Functional Analysis of Stereotypical Behavior in a Child with Autism

本篇研究旨在分析一位自閉症學童固著行為（stereotypical behavior）的功能。研究一，以直接觀察的方式在特教班教室、餐廳、及操場觀察該生的固著行為，事後並分析固著行為與活動間的關係，以及可能的行為功能。結果顯示，該生於點心時間、閱讀課、與中餐時間，最容易產生固著行為。然而，此階段固著行為的功能仍不清楚。研究二，以類似功能分析（analogue functional analysis）進一步地去找該學童固著行為的功能。此研究以多元素設計（multielement design）檢查固著行為於五種不同情境下的表現：注意、要求、獨處、遊玩、及噪音情境。結果顯示，該生僅於噪音的情境下，有高頻率的固著行為。本篇研究建議，該學童固著行為的產生可能與負增強（減少聽覺刺激）有關；在另一方面，其行為也有可能是複雜環境因素所造成。因此，進一步地研究是必須的。

The function of stereotypical behavior emitted by a student with autism was examined. In Study 1, naturalistic environmental observations were conducted in the student's self-contained special education classroom, cafeteria, and playground. Activities, stereotypic behavior and perceived behavioral functions were analyzed. The student's stereotypic responses occurred frequently, but the function of the behavior was unclear. The highest rate of stereotypic responses occurred at snack time and lunch. In Study 2, an analogue functional analysis was used to test specific hypotheses regarding the causes of stereotypical responding. A multielement design was conducted to assess the occurrence of stereotypy across five conditions: (a) Attention, (b) Demand, (c) Alone, (d) Play, and (e) Noise. The result showed that the procedures used in the Attention, Alone, Play, and Demand conditions did not occasion high rate of stereotypical responses. Instead, stereotypy often occurred in Noise conditions. The results suggest that the causes of stereotypy of the student with autism were complex and may be related to the behavior serving negatively reinforced by reduced auditory stimulation. Further research need to be done to examine the multiple functions of stereotypy.