班級層級功能本位介入小組方案改善，國小融合班學生課堂參與行為之研究

Effects of class-wide function-related intervention teams on the engagement behaviors of elementary school students in inclusive classrooms

融合班級中情緒行為障礙與高危險群等特殊需求學生的挑戰和干擾行為，經常影響本身和同儕的學習，使得普通班教師在班級管理上面臨考驗。本研究旨探究「班級層級功能本位介入小組」(Class-Wide Function-related Intervention Teams，簡稱 CW-FIT) 方案對改善國小融合班學生課堂參與行為之成效。以北部一所國小四年級融合班全班學生與自然科教師為研究對象，另有四位學生作為第二層級（T2）之篩選對象。將 CW-FIT 方案運用於融合班自然課之課堂管理，分兩個層級實施，第一層級（T1）實施對象為融合班全體學生，教導教室適當行為，再透過團體增強、教師獎勵和消弱等區別性增強進行介入。T1 介入後，仍有反應不佳的學生，才加上 T2 的自我管理。採單一受試之倒返設計，ABAB 針對全班，ABCAC 針對需要T2 的目標學生。結果顯示，實施 CW-FIT能有效提升融合班全體學生課堂參與行為，平均約有 40-53% 的提升量。T1 對四位學生課堂參與行為能有改善，但其中一位之干擾行為改善效果未達理想，因此加以實施 T2 介入，結果其課堂參與行為明顯提升，平均提升量到 50%，干擾行為呈現顯著且穩定的下降，平均減少約 40%。教師出現讚美行為之比率也有顯著提升。不論是教師或學生，對於方案介入都給予正向回應，表示方案具社會效度。最後本研究討論CW-FIT 方案如何落實於實務議題及未來研究方向，以供相關研究與教育人員參考。

Rationale: In Taiwan, approximately 90% of students with disabilities are placed in inclusive classrooms (Ministry of Education, 2020). However, those with challenging, disruptive behaviors receive less acceptance from regular education teachers and peers. Their challenging behaviors adversely impact the learning of other students and the teacher (Leu et al., 2015; Hsu & Chan, 2008). Proposed by Howard Wills in 2010, the Class-Wide Function-Related Intervention Teams (CW-FIT) intervention is an integration of evidence-based behavioral intervention and classroom management strategies. Four major strategies were designed to be implemented in the first and second tiers of the three-tiered positive behavior support model: behavior instruction, group contingency, differential reinforcement of appropriate behavior, and self-management. CW-FIT has been studied in inclusive classrooms across different education stages with evidence of success in the United States and Taiwan. However, no study has investigated its effectiveness on challenging and appropriate behaviors of students in Taiwan. Purpose: This present study investigates the effectiveness of the CW-FIT program on inclusive classrooms, on challenging and inappropriate behaviors of students who are high-risk for emotional and behavioral disorders, and on teacher behavior.