臺灣博碩士論文加值系統

本研究旨在探討國內特殊學校學生固著行為發生的概況，瞭解特殊學生發生固著行為的類型，並探討不同背景變項的學生對發生固著行為類型是否有顯著差異，更進一步探究固著行為發生的可能原因，以及其行為對同儕、教師教學、學生本身等三方面所造成的影響。本研究採用問卷調查法，受試樣本以立意取樣選取12所特殊學校，共308班，有3224位學生，回收222份問卷，回收率為72.08%。研究工具以自編之「特殊學生固著行為概況表」施測，施測結果以社會科學統計套裝軟體 (Statistical Package for Social Science, SPSS for Windows 10.0版)進行描述統計(百分比、次數分配)、卡方考驗、單因子變異數分析來分析處理。其研究結果顯示如下：
一、特殊學校學生發生固著行為比率為14.07%，以搖晃頭、擺動身體、咬手、吸吮手指為最多發生的固著行為。男生發生的比率高於女生，其障礙類別以智能障礙者為最多，且多發生在國小階段。
二、固著行為的可能原因，屬於多重性增強有53.42%；感官性增強的比率有28.77%；社會性正增強有5.82%─想要得特定物品注意的則有3.08%；為了吸引他人注意的比率有2.74%；社會性負增強有1.37%。
三、固著行為的發生對同儕、教師教學、學生本身產生很大的困擾比率依序是20.89%、32.19%、51.03%。
四、依照學生不同性別、階段別、障礙類別、及障礙程度對發生固著行為並沒有顯著的差異。

The purposes of this study were to discuss the general variables related to the special education students’ stereotyped behavior in Taiwan, to understand types and functions of their stereotyped behavior and to investigate the impact of stereotypy on teaching in classrooms. Specifically, this study seek to test if there were significant differences in levels of stereotypy among the students who have different background variables, the possible functions of the stereotyped behavior and the effect of stereotypy on their peers, their teachers’ instruction, and the students themselves, respectively. This study was conducted in questionnaire, and the participants were 3224 students with developmental disabilities derived from 12 special education schools by purposeful sampling. A total number of 222 out of 308 classes were valid samplers. The recycling rate was 72.08%. The Questionnaire of Special Students’ Stereotyped Behavior was conducted, and the data were then analyzed by Statistical Package for Social Science (SPSS for Windows 10.0 Version) to process the description Statistical, the χ2 test and one-way ANOVA. Research results were as the following:
1. The prevalence of the special education students’ stereotyped behavior is 14.07%, and the most common stereotyped behaviors are head shaking, body rocking, hand-biting and hand-mouthing. The male’s prevalence is higher than the female’s. The mental retardation is the most common disability type, and it almost happens in the stage of the elementary school.
2. We could attribute the possible functions of the stereotyped behavior to several: the multiply determined reinforcement (53.42%), the sensory reinforcement (28.77%), social mediated positive reinforcement (3.08%), to attract others’ attention (2.74%) and the social mediated negative reinforcement (1.37%).
3. The order of the disturbing rate to the peers, the teachers’ teaching and the students themselves are 20.89%、32.19%、51.03%.
4. There are no significant differences among the different sex, study period
(elementary, junior high, and senior high school), disability types and disability levels in specific type of stereotyped behavior.

中文摘要………………………………………………………………....i
英文摘要………………………………………………………………..iii
目 次………………………………………………………………...v
表 次………………………………………………………………..vii
圖 次………………………………………………………………...ix
第一章 緒論
第一節 研究背景與動機………………………………………….1
第二節 研究目的與待答問題…………………………………….3
第三節 名詞詮釋………………………………………………….4
第二章 文獻探討
第一節 固著行為之類型及其出現率………………………….…6
第二節 固著行為之理論基礎……………………………………10
第三節 固著行為之影響及功能…………………………………14
第四節 固著行為之處理策略及相關研究………………………17
第三章 研究方法
第一節 研究架構…………………………………………………31
第二節 研究對象………………………………………………....32
第三節 研究工具…………………………………………………33
第四節 研究程序…………………………………………………41
第五節 資料分析與處理…………………………………………43
第四章 結果與討論
第一節 特殊學生固著行為之現況………………………………44
第二節 特殊學生發生固著行為之可能功能…………………....54
第三節 特殊學生固著行為產生之社會影響……………………57
第四節 不同背景變項學生發生不同類型固著行為之差異……59
第五章 結論與建議
第一節 結論………………………………………………………64
第二節 研究限制………………………………………………....67
第三節 建議……………………………………………………....67
參考書目
中文部份……………………………………………………….…70
英文部份……………………………………………………….…71
附錄
附錄一特殊學生固著行為概況表(正式問卷)..………..…..…………82

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