正向行為支持方案對國中學習障礙學生行為問題改善之行動研究

An Action Research of on the Effects of a Positive Behavior Support Program to a Learning Disability Student with Behavioral Problems

本研究目的在探討以功能性評量為基礎，針對國中學習障礙學生設計正向行為支持方案，並了解方案執行過程與成效。行動研究的過程中，透過功能性評量，包括訪談、觀察及檔案資料，分析研究對象出現行為問題的原因，再依據評量結果規劃五類正向行為支持策略。主要探討的重點有三：（一）藉由功能性評量找出個案行為問題。（二）根據功能性評量的分析結果，發展一套正向行為支持方案的內容。（三）探討正向行為支持方案實施後，對個案的行為問題改善之成效。本研究獲得的結果如下：（一）運用功能性評量找出個案行為問題最直接且有效的方式。（二）正向行為支持是值得運用之策略。（三）正向行為支持有助於學生導向合宜行為。針對上述結果，並提出以下建議：（一）從正向行為支持理念開啟方案全面性發展。（二）教師增能就是帶動方案策略執行的能量。（三）布建更多元的研究場域介入擴展至家庭生活。 The purposes of this study were to understand the execution process and investigate the effects of a functionally-based positive behavior support program designed for a Learning disability student. During the action research, the researcher relied on observation, interview, unobtrusive measures to understand the changes of behavioral problems and positive behavior of the participant, and then functional assessment was employed to analyze the cause of the subject's behavioral problems. Next, based on the results of the assessment, five categories of support strategies were devised. Later on, some key concepts are listed, such as (1) Identifying case behavior problems through functional assessment. (2) The positive behavior support program was directly based on the functional behavior assessment. (3) The effectiveness of the positive behavior support program. Consequently, the findings are shown as follows: (1) Positive behavior support program is most direct and effective way to explore case behavior problems. (2) The positive behavior support program was effective strategy. (3) Positive behavior support program will help students to guide appropriate behavior. Base on above results, some suggestions are provided below: (1) Comprehensive development of the program can be designed through Positive Behavior Support concept. (2) Teacher empowerment is the energy that drives the implementation of the strategy. (3) The construction of more research fields extends to family life.