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研究生:郭勇佐
研究生(外文):Gwo, Joung-Chou
論文名稱:增強替代行為改善極重度智能障礙者刻板行為之研究
論文名稱(外文):Using differential reinforcement of alternative behaviors to reduce stereotyped behaviors of students with profound mental retardations
指導教授:葉瓊華葉瓊華引用關係
指導教授(外文):Chyong-Hwa Yet
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:1997
畢業學年度:85
語文別:中文
論文頁數:143
中文關鍵詞:極重度智能障礙刻板行為增強替代行為提示系統教養院單一受試實驗設計
外文關鍵詞:profound mental retardationstereotyped behaviordifferential reinforcement of alternative behaviorsprompt systemhandicapped institutionsingle subject experimental design
相關次數:
  • 被引用被引用:33
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本研究旨在探討增強替代行為改善極重度智能障礙者刻板行為的成效
。研究對象為三名私立慈愛教養院的學生,年齡在12至14歲之間。 研
究方法採單一受試實驗設計中跨個人多探試實驗設計,自變項為增強替代
行為策略,依變項為刻板行為及替代行為出現百分比。實驗進行地點在教
室內,於上午的分班教學時間抽出十分鐘進行觀察。每名學生先後接受基
線期及處理期的實驗處理,處理期之後隔兩周進行五次維持期的觀察。
本研究的資料搜進方法是以攝影機拍攝實驗過程,事後以行為觀察記錄表
記錄。所得資料以目視分析及C 統計考驗各階段內刻板行為及替代行為的
變化趨勢,並列表分析每位學生在實驗各階段內刻板行為及替代行為的變
化。另外,以其他觀察資料分析瞭解增強替代行為策略對學生其他方面的
影響;以教師意見調查分析為做為本研究的社會效度。 綜合本研究結
果發現:一、增強替代行為策略能減少極重度智能障礙者的刻板行為出現
百分比。二、增強替代行為策略能維持極重度智能障礙者的替代行為出現
百分比。三、增強替代行為策略對減少極重度智能障礙學生刻板行為的相
關影響有:改善同儕互動 、提昇專注力、增加耐心、穩定情緒、提昇
表達意願、提昇學習技能的類化等。四、教師皆肯定增強替代行為的成效
,認為學生因表現替代行為而減少刻板行為,增進教 學成效。實驗結
束後,教師們仍願意繼續應用增強替代行為來改善學生的行為。
The purpose of the study was to reduce stereotyped
behaviors of students with profound mental retardations by using
differential reinforcement of alternative behaviors. Three
profoundly mentally retarded students in Chu-Ai Handicapped
Institution were participants in the study. The participants
(two females and one male) ranged in age from 12 to 14 years.
A multiple probe design across subjects was used to evaluate the
students'' behaviors. Intervention sessions were conducted for
each student five times a week, and maintenance sessions were
conducted five times a week for one week. A Teacher Evaluation
Questionaire was used at the end of the last maintenance session
to evaluate the teachers'' opinion regarding acceptability of
various aspects of using differential reinforcement of
alternative behaviors as evidence of social validation. The
data collected were analyzed by using the visual analysis, time
series C statistic, percetage, and qualitative analysis. The
results of the study indicated: (1) The frequency of
stereotyped behaviors was reduced by using differential
reinforcement of alternative behaviors. (2) The frequency of
alternative behaviors of two students was higher than their
stereotyped behaviors. As reducing the stereotyped behaviors
and facilitaing alternative behaviors, the students made good
progress in emotion, learning, skill generalization, and peer
interaction. The results of the teacher evalution showed
that teachers were encourged by their students'' progress in
behaviors. They would like to keep using differential
reinforcement of alternative behaviors to reduce stereotyped
behaviors of the students with profound mental retardations.
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