功能性行為評估及介入對腦性麻痺兒童課堂離座行為的影響

The Effect of Functional Assessment and Intervention on Classroom off-seat Behavior of Children with cerebral palsy

本研究旨在探討功能性行為評估及介入，對腦性麻痺兒童課堂離座行為的影響。本研究以一名八年級15歲的腦性麻痺兒童為研究對象，在特殊學校八年級教室的自然環境下，使用單一被試A-B-A實驗設計，運用功能性行為評估的方法以及結合觀察記錄的資料對該名腦性麻痺兒童的課堂離座行為進行了評估和分析了其問題行為背後的功能，並基於評估結果制定了介入計畫，進行了為期40天的研究。研究發現，基於功能性行為評估的結果對個案進行介入，介入成效顯著且較為穩定。

The purpose of this study was to explore the effect of Functional Behavior Assessment and Intervention on Classroom off-seat Behavior in children with cerebral palsy. In this study, an eighth-grade 15-year-old child with cerebral palsy was taken as the research object. Under the natural environment of the eighth grade classroom in a special school, a single subject A-B-A experimental design was used to evaluate the Classroom off-seat Behavior of the child with cerebral palsy in class and analyze the function behind theproblematic behavior by using the method of Functional Behavior Evaluation and combined with the data of observation records. Based on the evaluation results, an intervention plan was formulated and a 40-day study was conducted. The study found that the intervention based on the results of the Functional Behavior Assessment was effective and stable.