臺灣博碩士論文加值系統

本研究旨在探討以功能性評量為基礎之正向行為支持方案對選擇性緘默症學生溝通行為的改善成效，研究對象為一名就讀特殊教育學校高職部二年級之選擇性緘默症男學生，自變項為由生態環境調整策略、前事控制策略、行為訓練策略及後果處理策略組成之正向行為支持方案，依變項為研究對象溝通行為在回應他人比率、口語溝通行為表達率及口語表達平均字數上之表現情形。
本研究採單一受試研究法之倒返實驗設計，從基線期一(A1)、處理期一(B1)、基線期二(A2)及處理期二(B2)四個實驗階段蒐集資料，並以目視分析法分析實驗資料、瞭解介入效果，最後訪談家長及參與教師，做為本研究之社會效度。
研究結果顯示：
一、 運用功能性評量能找出研究對象選擇性緘默行為的前因及行為功能。
二、 依據功能性評量結果擬定之正向行為支持方案能有效提升研究對象回應他人比率。
三、 依據功能性評量結果擬定之正向行為支持方案能有效提升研究對象口語溝通行為表達率。
四、 依據功能性評量結果擬定之正向行為支持方案能提升研究對象口語表達平均字數，但影響效果不穩定。
五、 本研究具有良好之社會效度。

本研究並依據上述研究結果，提出對行為問題介入及未來研究之建議，以供實務工作者及其他研究者參考。

The purpose of this study is to investigate the effectiveness of the positive behavior support plan, which is based on functional behavior assessment, on communicative behaviors of a student with selective mutism. The subject is a 2nd grade male student in the senior vocational department of a special education school. The independent variable is the positive behavior support plan composed of ecological environment adaption interventions, antecedent interventions, behavior training interventions, and consequence interventions, the dependent variables being the subject’s communicative behavior in terms of the ratio of subject's responding behavior, verbal expression, and the average number of word in each utterance.
This study adopts reversal-replication experimental designs across four settings including baseline one, treatment one, baseline two and treatment two. The data was collected from these four experiment periods and analyzed with the technique of visual inspection to examine the intervention effects. Afterwards, the researcher interviewed the subject’s parents and teachers participating in this study to ensure social validity of this study.
The results of this study were as the following:
1. The functional assessment is effective in identifying the cause and functions of selective mutism behavior.
2. The positive behavior support based on the functional behavior assessment is effective in increasing in the ratio of subject’s responding behavior.
3. The positive behavior support based on the functional behavior assessment is effective in increasing the ratio of subject's verbal expression
4. The positive behavior support on the basis of functional behavior assessment is effective in increasing the average number of word in each utterance. But the positive behavior does not show consistency over time.
5. The study has positive social validity of effects.
In the conclusion, some implications for treating behavioral problems and suggestions for further research are recommended.

摘 要 I
表目錄 VI
圖目錄 VII
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的與待答問題 4
第三節 名詞解釋 5
第二章 文獻探討 7
第一節 選擇性緘默症 7
第二節 行為問題與功能性評量 23
第三節 正向行為支持方案 33
第三章 研究方法 47
第一節 研究設計 47
第二節 研究參與者與研究情境 53
第三節 研究工具 57
第四節 研究流程 62
第五節 資料處理與分析 66
第四章 結果與討論 72
第一節 功能性評量實施結果 72
第二節 正向行實為支持方案之發展與實施 79
第三節 正向行為支持方案對個案溝通行為的影響 89
第四節 社會效度分析 103
第五節 綜合討論 109

第五章 結論與建議 115
第一節 研究結論 115
第二節 研究限制 117
第三節 研究建議 119
參考文獻 123
附錄 134
附錄一 家長同意書 134
附錄二 選擇性緘默行為功能訪談表(家長版) 137
附錄三 選擇性緘默行為功能訪談表(教師版) 139
附錄四 選擇性緘默行為功能觀察表及觀察記錄舉隅 141
附錄五 增強物調查表 142
附錄六 個人環境調查表 143
附錄七 溝通行為記錄表 144
附錄八 溝通行為統計表 145
附錄九 正向行為支持方案評鑑表 146
附錄十 正向行為支持方案執行檢核表 148
附錄十一 社會效度評量表 149
附錄十二 「勇敢多說話、努力賺大錢」約定書 150
附錄十三 「勇敢多說話、努力賺大錢」薪資表 151

表目錄
表2-1 國外選擇性緘默症之相關研究國外選擇性緘默症之相關研究 18
表2-2 國內選擇性緘默症相關研究一覽表國內選擇性緘默症相關研究一覽表 21
表3-1 標準化心理測驗結果測驗結果 54
表3-2 研究工具一覽表 61
表3-4 緘默行為觀察者間一致性考驗結果表緘默行為觀察者間一致性考驗結果表 67
表3-5 口語表達行為觀察者間一致性考驗結果口語表 達行為觀察者間一致性考驗結果 68
表4-1 「個人環境調查」表評量結果「個人環境調查」表評量結果 75
表4-2 緘默行為功能觀察結果緘默行為功能觀察結果 76
表4-3 選擇性緘默行為及溝通次數表緘默行為及溝通次數表 77
表4-4 正向行為支持方案實施程序表正向行為支持方案實施程序表 89
表4-5 回應他人比率變化摘要表回應他人比率變化摘要表 92
表4-6 回應他人比率階段間變化摘要表回應他人比率階段間變化摘要表 93
表4-7 口語溝通行為表達率變化摘要口語溝通行為表 達率變化摘要 96
表4-8 口語溝通行為表達率階段間變化摘要口語溝通行為表 達率階段間變化摘要 97
表4-9 口語表達平均字數變化摘要口語表 達平均字數變化摘要 100
表4-10 口語表達平均字數階段間變化摘要口語表 達平均字數階段間變化摘要 102
表4-11 正向行為支持方案發展過程之社會評量表正向行為支持方案發展過程之社會評量表 103
表4-12 正向行為支持方案策略內容之社會評量表正向行為支持方案策略內容之社會評量表 104
表4-13 正向行為支持方案成效之社會評量表正向行為支持方案成效之社會評量表 106

圖目錄
圖2-1 行為問題的功能性行為問題的功能性評量 27
圖2-2 行為問題的處理流程行為問題的處理流程 38
圖3-1 研究架構圖 51
圖3-2 選擇性緘默行為功能評量選擇性緘默行為功能評量流程圖 64
圖4-1 選擇性緘默行為功能評量選擇性緘默行為功能評量結果圖 78
圖4-2 正向行為支持策略架構圖正向行為支持策略架構圖 82
圖4-3 實驗介入前班級座位分配圖實驗介入前班級座位分配圖 83
圖4-4 重新安排之班級座位分配圖重新安排之班級座位分配圖 84
圖4-5 回應他人比率折線圖回應他人比率折線圖 91
圖4-6 口語溝通行為表達率折線圖口語溝通行為表達率折線圖 95
圖4-7 口語表達平均字數折線圖口語表達平均字數折線圖 99

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