身心障礙學童固著行為功能的探討與分析

An Exploration and Analysis of the Functions of Stereotypies in Persons with Developmental Disabilities

本文旨在探討身心障礙學童固著行為的功能，並根據該行為的功能從文獻中提出可行性的介入策略。身心障礙學童常有固著行為的產生，其行為的功能有生物恆定的（homeostatic）與操作制約的（operant）兩種主要的假說。生物恆定的假說，主要是以描述性的方法來說明固著行為的原因，認為個體固著行為的產生有其生物恆定的功能—對過多或太少的環境刺激具有本能的調整作用；而操作制約的假說，則以實驗分析的方法來找出固著行為的原因。文獻顯示，固著行為是由五種操作功能所形成：包括感官性正增強、感官性負增強、社會性正增強、社會性負增強、及多重增強的作用。本文即在探討此五種操作制約功能，最後再提出可行性的行為支持方案的建議。

Evidence has shown that students with developmental disabilities exhibited high levels of stereotypical behavior. Two hypotheses regarding the functions of students' stereotypies were widely accepted in recent researches. One is homeostatic perspective which contended that such aberrant behaviors became a mechanism for regulating environmental stimulation. The other perspective is operant function which asserted that positive social reinforcement, negative social reinforcement, positive sensory reinforcement, negative sensory reinforcement, or multiply reinforcement may serve to maintain such stereotypical behavior. The purposes of this article were to (1) explore and discuss these functions of stereotypyies exhibited by students with developmental disabilities, and (2) make some suggestions to use positive behavior support program developed from functional analysis to deal with this aberrant behavior.