功能性評估干預對自閉症兒童課堂離座行為之影響

The Effect of Functional Assessment on Classroom Outcome Behavior of Children with Autism

研究採用單一被試A-B-A實驗設計，在特殊學校的自然教學情境下對一名六年級11歲的自閉症男童課堂離座行為進行為期30天的干預。研究者通過對個案課堂離座行為進行功能性評估，找出個案課堂離座行為背後的原因和功能。同時，研究者針對個案問題行為功能制定正向行為支援計畫，培養其替代性行為並對其進行區別性強化，力求降低自閉症兒童離座行為發生率，以探究功能性評估干預（介入）對自閉症兒童行為問題干預研究與實踐的經驗和啟示。

Under the natural situation i n special education school, based on a single subject research design, the A - B - A reversal design, the author used Functional Assessment on Classroom Outcome Behavior of Children with Autism for 30 days. Used Functional Assessment, the author found out the reasons and functions behind Classroom Outcome Behavior of Children with Autism. At the same time ， the author used the positive behavior support according to the behavior function of the case problem, Cultivated their alternative sexual behavior and used Differential Reinforcement, aiming to Reduce the incidence of Classroom Outcome Behavior and to exp lore the experience and enlightenment of functional evaluation intervention on the intervention research and practice of behavior problems in autistic children.