本研究旨在探討「正向行為支持方案」對視多障兒童問題行為之影響。取樣以一名國小四年級全盲視多障兒童為受試者，研究方法採單一受試實驗設計之跨情境多基準設計，自變項為正向行為支持方案，依變項為問題行為出現的次數、替代性行為出現的次數。綜合本研究發現結果如下：
一、正向行為支持方案對視多障兒童問題行為之影響：
(一)正向行為支持方案能有效降低問題行為的次數。
(二)正向行為支持方案能有效提高替代性行為的次數。
二、正向行為支持方案的社會效度
(一)正向行為支持方案的教學介入能得到教師的肯定。
(二)正向行為支持方案的成效有助於教師教學上的應用。
(三)功能性評量能有效找到兒童問題行為之動機
根據上述結論，研究這分別對實務教學與未來相關研究提出具體建議。

The purpose of this study is to investigate the effect of positive behavior support plans for child with visual and multiple Impairments. The positive behavior support plans case incliuded one subject with Visual and Multiple Impairments from 4th grade of the elementary school.
A multiple baseline design across environments was used in the study. The independent variable of study wae positive behavior support plans, the dependent variable of the study was the times of problem behavior and alternative behavior.
The major findings were summarized as follows:
1.The effect on positive behavior support plans for problem behaviors of child with visual and multiple Impairments.
(1)Positive behavior support plans can effectively reduce the number of problem behavior.
(2)Positive behavior support plans can effectively improve the number of alternative behavior.
2.The social validity of positive behavior support plans
(1)The social validity of positive behavior support plans is effective.
(2)Positive behavior support plans can be confirmed by teachers.
(3)The result of positive behavior support plans can help teachers in their classroom.
(4)Function assessment can effectively find the motion of problem behavior.
Discussion and recommendations were made based on the result and limit.

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...........3
第三節 名詞釋義....................3

第二章 文獻探討...........................................7
第一節 視多障兒童之發展特徵與教學需求........................7
第二節 身心障礙兒童的問題行為之探討.........................12
第三節 正向行為支持方案應用在身心障礙兒童問題行為之相關研究....22

第三章 研究方法...........................................41
第一節 研究設計........41
第二節 研究對象........49
第三節 研究工具........54
第四節 研究過程........57
第五節 資料處理與分析...63

第四章 研究結果與討論......................................69
第一節 正向行為支持方案對問題行為之影響......69
第二節 正向行為支持方案對替代性行為之影響.... 82
第三節 社會效度分析.........................91
第四節 綜合討論............................96

第五章 結論與建議........................................101
第一節 結論.......................101
第二節 建議.......................102

參考文獻................................................105

附錄....................................................117

中文部分：
王大延(1993)：介入自閉症者的偏異行為。特殊教育季刊，48，1-7。
王大延(1996)：情緒障礙學生的攻擊與暴力行為。載於馮觀富、王大
延、陳東陞、葉貞屏、陸雅青、熊曣等編：兒童偏差行為的輔導
與治療(91-146)。台北：心理。
王大延、曹純瓊(1998)：示範、時間延宕及提示對自閉症學童自發語
言之成效研究。台北市立師院學報，29，291-315。
王文科(2003)：教育研究法。台北：五南。
王文科(2003)：單一受試者研究：在教育與臨床情境中的應用。嘉義
市：濤石。
王廉潔(2005)：視多障兒童功能性視覺效能訓練之成效。國立台北師
範學院特殊教育學系碩士班(未出版)。
朱慧娟（2001）：中重度發展性障礙兒童異常行為之功能性評量與處
理策略之實驗研究。行政院國家科學委員會專題研究成果報告
（NSC89-2413-H-152-014）。
何華國（1999）：特殊兒童心理與教育。台北：五南。
呂勝瑛(1994)：諮商理論與技術。台北：五南。
杜正治譯(1994)：單一受試研究法。台北：心理。
李香芬(2003)：國小智能障礙學生不專注行為功能性評量與介入成效
之研究。國立嘉義大學國民教育研究所碩士論文(未出版)。
李素娟(2003)：功能性評量對多重障礙幼兒問題行為處理成效之研
究。國立台東大學教育研究所特殊教育教學碩士論文(未出版)。
杞昭安(2003)：視覺障礙者之教育。載於王文科主編（2003）：特殊
教育導論(3版)(393-493 頁）。台北：心理。
孟瑛如(2006)：行為改變技術。檢索日期：2007/2/20。取自：
http://myurl.com.tw/dii6
林建平(1993)：輔導原理與技術。台北：五南。
林惠芬（2000）：問題行為動機量表之編製報告。特殊教育研究學刊，
20，129-145。
林惠芬（2001）：功能性評量對智能障礙學生問題行為介入處理成效
之研究。行政院國家科學委員會專題研究計畫成果報告
（NSC89-2413-H-018-013）。
林初穗、劉文英(2004)：教師實施功能行為評量與正向行為支持計劃
對兒童問題行為處理的成效研究。行政院國家科學委員會專題研
究計畫成果報告(NSC93-2413-H-415-013)。
易曼譯(2004)：視多障幼兒教育。台北：第一社會福利基金會。
施顯烇(1995)：嚴重行為問題的處理。台北：五南。
施顯烇(1997)：情緒與行為問題─兒童與青少年所面臨與呈現的挑
戰。台北：五南。
洪儷瑜(1992)：「非嫌惡行為處置」對智障者問題行為處理之運用。
特殊教育季刊，45，9-14 。
洪儷瑜(1998)：ADHD學生的教育與輔導。台北：心理。
侯禎塘(2001)：情緒障礙的成因及行為處理。屏師特殊教育，5，
25~33。
胡永崇(1998)：嚴重行為問題的功能分析。特教園丁，1（14），8-14。
張世彗(2001)：行為改變技術。台北：五南。
張正芬(1997)：自閉症兒童的行為輔導－功能性評量的應用。特殊教
育季刊，65，1-7。
張正芬(1999)：自閉症兒童功能性行為之探討。特殊教育研究學刊，
17，253-273。
張正芬(2000)：自閉症兒童功能性行為之探討。特殊教育研究學刊，
18，127-150。
張春興(1996)：教育心理學。台北：東華。
張景然、吳芝儀譯(1995)：團體諮商的理論與實務。台北：揚智。
教育部（95.9.29）：身心障礙及資賦優異學生鑑定標準。檢索日期：
96.4.1。取自：
http://law.moj.gov.tw/Scripts/Query4A.asp?FullDoc=all&F
code=H0080065
莊妙芬(1995)：行為處置在啟智教育上的應用。載於臺灣省立嘉義
啟智學校主編，啟智教育研習專集(67-83)。嘉義：嘉義啟智
學校。
郭為藩(1983)：特殊教育名詞彙編。台北：心理。
郭勇佐 (1997)：增強替代行為改善極重度智能障礙者刻板行為
之研究 。國立彰化師範大學特殊教育研究所碩士論文(未出版)。
陳千玉譯(2001)：行為改變技術。台北：五南。
陳榮華(1995)：行為改變技術。台北：五南。
陳麗如(2001)：特殊兒童鑑定與評量。台北：心理。
陳永程(2003)：功能性評量暨處理方案對中重度智能障礙學生自傷行
為介入成效之研究。國立嘉義大學特殊教育學校碩士班論文(未
出版)。
鈕文英(2001)：身心障礙者行為問題處理－正向行為支持取向。台
北：心理。
傅秀媚(2002)：特殊教育導論。台北：五南。
黃裕惠譯(2000)：行為改變技術理論與運用。台北：學富。
楊國樞、張春興(1996)：行為改變的理論與技術。台北：桂冠。
楊瑛(1999)：重障者的行為支持與功能性評量。特殊教育季刊，70，
1-6。
萬明美(1996)：視覺障礙教育。台北：五南。
萬明美(2000)：視覺障礙。載於許天威、徐享良、張勝成(主編)，新
特教通論。台北：五南。
葛竹婷(2002)：重度障礙學生正向行為支持方案。國小特殊教育，34，
21-36。
鳳華(1999)：功能性行為評估之意涵與實務。特教園丁，15(1)，
18~26。
劉信雄(2000)：開啟心靈的窗─關懷普通班中的視障生。特殊教育教
學影帶參考手冊。台北：教育部特教小組。
蔡昆瀛(2001)：視覺障礙幼兒的發展特質與教學策略。台東特教簡訊，
14，11-16。
賴銘次(2000)：特殊兒童異常行為之診斷與治療。台北：心理。
蔡美華、李俊偉、王碧霞、莊勝發、劉斐文、許家吉、林巾凱、蔡文
標等人(譯)(1999)：單一受試者設計與分析。(原作者：C. H.
Krishef)。台北：五南。(原作者初版年：1991)
薛梅、薛映(譯)(2000)：兒童語言發展遲緩問題。台北：遠流。
鍾思嘉編譯(1988)：諮商與心理治療。台北：大洋。
魏景銓（2001）：功能性評量處理策略對改善國小發展性障礙學生問
題行為之研究。國立台北師範學院國民教育研究所特殊教育教學
碩士班碩士論文（未出版）。
魏景銓(2002)：功能性評量對改善發展性障礙學生問題行為之應用與
實例。國小特殊教育，33，47-51。

英文部分：
Alberto, P. A., & Troutman, A. C.(1999).Applied behavior
analisis for teachers.New Jercy:Prentice-Hall, Inc.
Asmus, Jennifer M., Vollmer, Timothy R. & Borreto, John C.(2002). Functional behavioral assessment : A school based model. Education & Treatment of Children, 25(1), 67-82.
Bishop, V. E.(1991).Preschool visually impaired children:A demographic Study.Journnal of Visual Impairment &
Blindness,85,69-74.
Buncic,J. R.(1987).The blind children,Pediatric Clinics of North America,34,1403-1414.
Brady, N. C., & Halle, J. W.(1997). Functional analysis of Communicative behaviors. Focus on Autism and other developmental Disabilities, 12, 95-106.
Carr, E. G., & Durand, V. M.(1985).Reducing behavior problems through function communication training.Journal of Abnormal Child Psychology,4,139-153.
Carr, E.(1994). Emerging themes in functional analysis of problem behavior. Journal of Applied Behavior Analysis, 27 , 393-400.
Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., &
Smith, C. E. (1994). Communication-based intervention for
problem behavior: A user’s guide for producing positive change.
Baltimore, MD: Paul H. Brooks.
Corey, G. (1990). Theory and Practice of Group Counseling.
California:Brooks/Cole.
Conroy, M. A., & Davis, C. A.(2000). Early elementary-aged children with challenging behaviors: legal and educational issues related to IDEA and assessment. Preventing School Failure, 44, 163-8.
Crossman,H.L.(1992).Cortical visual impairment
presentation,assessment and management(Monograph Series
No.3).North Rocks,Austalia:The Royal New South Wales Institute for Deaf and Blind Children.
Cunningham, E., & O’Neill, R. E.(2000). Comparison of results Of functional assessment and analysis methods with young children with autism. Education and Training in Mental Retardation and Developmental Disabilities, 35, 406-414.
Downing, J., & Bailey, B.(1990),Develoing vision use within functional daily activitied for students with visual and multiple disabilities.Re:view,21,209-220.
Durand, V. M., & Carr, E. D. ( 1987 ) . Social influence on
self-stimulatory behavior： Analysis and treatment application.
Journal of Applied Behavior Analysis, 20, 119-132.
Durand, V. M., & Crimmins, D. B.(1988). Identifying the Variables maintaining self-injurious behavior. Journal of Autism and Developmental Disabilities, 18, 99-117.
Durand, V. M. (1990). Severe behavior problems: A functional Communication training approach. New York: Guilford.
Ervin, R. A., Ehrhardt, K. E.,& Poling A. (2001). Functional assessment: old wine in new bottles. School Psychology Review, 30(2), 173-179.
Fitzsimmons, M. K. (1998). Functional Behavior Assessment and Behavior Intervention Plans. ERIC Document Reproduction
Service, No. ED429420.
Gable, R. A., Quinn, M. M., & Rutheford, R. B. (1998). Addressing problem behaviors in schools: use of functional
assessments and behavior intervention plans. Preventing
School Failure, 42(3), 106-119.
Gelfand, D. M., Jenson, W. R. & Drew, C. J.(1997).Understanding child behavior disorder.(3rd.ed).Orlando:Harcourt Brace.
Grandin, T.(1995).The learning style of people with autism:An Autobiography.Teaching Children with Autism.New
York,Delmar Publisher.
Groden. J., Cautela, j., Prince, S., & Bettyman, J.(1994).The impact of stress and anxiety on individuals with autism and developmental disabilities.In E. Schopler & G. B. Mesibov(EDs):Behavioral issues in autism,178-194.
Gresham, Frank M., Watson, T. Steuart &Skinner, Christopher H.(2001). Functional behavioral assessment:Principles, and future direction. School Psychology Review, 30(2), 156-169.
Hall, A. M., Neuharth-Pritchett, S., & Belfiore, P. J.(1997). Reduction of aggressive behaviors with changes in activity: linking descripitive and experimental analyses. Education and training in mental retardation and developmental disabilities, 32, 331-339.Horner, R.H. Sprague, J.R. O’Brien, M. & Heathfield, L.T.(1990).The
role of response efficiency in the reduction of problem behavior through founcational equivalence training:A case study.Journal of the association for Persons with Severe Handicaps,15,91-97.
Horner, R. H.(1994). Functional assessment: contributions and future directions. Journal of Applied Behavior Analysis, 27, 401-404.
Horner, R. H. (2000). Positive behavior supports. In M. Wehmeyer & J. Patton (Eds.), Mental retardation in the 21st century, 181-196. Austin, TX: PRO-ED.
Hyvarinen,L.(1988).Vision in children:Normal and abnormal.Meaford,Ont.Canada:Association.
Iwata, B. A., Vollmer, T. R., & Zarcone, J. R. (1990).The experimental analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp, & N. N. Singh(Eds.), Perspective on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, II: Sycamore.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S.(1994). Toward a functional analysis of injury. Journal of Applied Behavior Analysis,27, 197-209.
Iwata, B. A., Pace, G. M., Dorsey, M. F.,et al.(1994). The function of self injurious behavior :An experimental epidemiological analysis. Journal of Applied Behavior Analysis, 27, 215-240.
Iwata, B. A., Wallace, M. D., Kahng, S., Lindberg, J. S., Roscoe, E. M., onners, J., Hanley, G. P., Thompson, R. T., & Worsdell, A. S.(2000).Skill acquisition in the implementation of functional analysis ethodology. Journal of Applied Behavior Analysis, 33, 181-194.
Jan,J.E.,& Groenveld,M.(1993). Visual behaviors and adaptions associated with cortical and ocular impairment in children.Journal of Visual Impairment &Blindness,87,101-105.
Kahng, S., Iwata, B. A., & Lewin, A. B.(2002). Behavior treatment of self-injury, 1964 to 2000. American Journal on Mental Retardation, 107, 212-221.
Kazdlin,A. E.(1990). Conduct disorders In A. S. Bellack,M. Hersen, & A. E. Kazdin (Eds.), International handbook of behavior modification and therapy(pp. 152-175). New York: Plenum Press.
Kratochwill & McGivern(1996). Clinical diagnosis, behavior
assessment, and functional analysis: Examing the connection
between assessment and intervention. School Psychology
Review,25,342-355.
Kerr, M. M.,& Nelson, C. C.(1998).Strategies for managing
behavior problems in the classroom(3rd ed.).Upper Saddle
River, NJ: Prentice-Hall, Inc.
Kirk, S.A., Gallagher, J.J. & Anastasiow, N.J.(2000).Educating exceptional childre(9thEdition).Boston:Houghton. M.C.
Lerman, D. C., & Iwata, B. A.(1993). Descriptive and experimental analyses of variables maintaining self-injurious behavior. Journal of Applied Behavior Analysis, 26, 293-319.
Lerman, D. C., Iwata, B. A., Smith, R. G., Zarcone, J. R., & Vollmer, T. R.(1994). Transfer of behavioral function as a contributing factor in treatment relapse. Journal of Applied Behavior Analysis, 27, 357-370.
Levack,N.(1994).Low vision:A resource guid with adaptation for students with visual impairments(2nd.ed.).Austin,TX:Texas State School for the Blind.
Lovaas, I., Newsom, C., & Hickman, C. (1987) .Self-stimulatory behavior and perceptual reinforcement. Journal of Applied Behavior Analysis, 20, 45-68
Maag, J.W.(2001). Rewarded by punishment:Reflections on the
Disuse of positive reinforcement in schools.Exceptional
Chidren,67(2), 173-186.
Mace, F. C., & Lalli, J. S. (1991). Linking descriptive and
experimental analysis in the treatment of bizarre. Journal
of Applied Behavior Analysis, 24,553-562.
Martin, G.L., & Pear, J.(1983).Behavior modification.New
Jercey:Prentice Hall.
McConnell, M. E., Hilvitz, P. B., & Cox, C. J.(1998). Functional assessment:A systematic process for assessment and intervention in general and special education classrooms. Intervention in School and Clinic, 34,10-20.
McComas, J., & Mace, F. C.(2000). Theory and practice in
conducting functionalassessment. In E. Shapiro & T.
Kratochwill(Eds.), Behavioral assessment in school:
Theory, research, and clinical foundations(pp.78-103).
New York:Guillford Press.
Meyer, L.H., &Evans, I. M.(1989).Nonaversive intervention for behavior problems:A manual for home and community.Baltimore,MD:Paul H.Brookes Publiahing Co.
Miller, J. A., Tansy, M., & Hughes, T. L. (1998).
Functional behavioral assessment: The link between
problem behaviors and effective intervention in schools.
Current Issues in Education, 1(1), 46-58.
Nelson, J. R., Robert, M. L., & Smith, D. (1998). Conducting functional behavioral assessment. Longmont. CO: Sopris West.
Murdoch,H.(1997).Stereotypes behaviors:how should we think
about them ? British Journal of Special Education,24(2),71-75.
O'Neill, R. E., Horner, R. H., Albin, R. W., Stoorey, K., &
Sprague, J. R. (1989).Functional Analysis: A practical
assessment guide. University of Oregon,Eugene,Oregon.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S.(1997). Functional assessment and program development for problem behavior: A practical handbook(2nd ed.). Pacific Grove, CA: Brooks/Cole
Publishing Co.
Quinn, M. M.(2000). Functional behavioral assessment: the
letter and the spirit of the law. Preventing School Failure, 44(4), 147-151.
Raver, S.A. (1999). Intervention straitegies for infants and toddlers with special need – A team approach. New Jersey:Macmillan Prentice-Hall.Ringdahl, J. E., Vollmer, T. R., Marcus, B. A., & Roane, H.S.(1997). An analogue evaluation of enviromental enrichment: the role of stimulus preference. Journal of Applied Behavior Analysis,
30, 203-216.
Rogow,S.M. (1992).Visual perceptual problem of visually impaired children with developmental
disabilities.Re:view,24,57-64.
Rose, S. D. (Ed.). (1980). A casebook in group therapy:
A behavioral- cognitive approach. Englewood Cliffs.NJ: Prentice-Hall.
Sasso, G. M., Reimers, T. M., Cooper, L. J., Wacker, D. P., Berg, W., Skeege, M., Kelly, L., & Allaire, A.(1992). Use of descriptive and experimental analyses to identify the
functional properties of aberrant behavior in school
settings. Journal of Applied Behavior Analysis, 25,
809-821.
Scott, T. M., Liaupsin, C. L., Nelson, C. M., & Jolivette, K. (2003). Ensuring student success through team-based functional behavioral assessment. Teaching Exceptional Children, 35, 16-21.
Shriver, M. D., Anderson, C. M., & Proctor, B.(2001).
Evaluating the validity of functional behavior assessment.
School Psycology Review, 30, 180-192.
Steendam,M. (1989).Cortical visual impairment in
children.Enfields,Australia:Royal Blind Society of N.S.W.
Sugai, G., Lewis, P. T., Hagan, S. (1998). Using functional assessment to develop behavior support plans. Preventing School Failure, 43(1),6-13.
Sugai Georage, Horner, Robert H. & Sprague, Jeffrey R.
(1999).Functional-assessment-based behavior support
planning:Research to practice to research. Behavioral Disorders, 24(3), 253-256.
Thompson, R. H., Fisher, W. W., Piazza, C. C., & Kuhn, D. E.(1998). The evaluation and treatment of aggression maintained by attention and automatic reinforcement. Journal of Applied Behavior Analysis, 31, 103-116.
Thompson, R. H., Iwata, B.A., Conners, J., & Roscoe, E. M.(1999). Effects of reinforcement for alternative behavior during punishment of self-injury. Journal of Applied Behavior Analysis, 32, 317-328.
Turnbull, A., Edmonson, H., Griggs, P., Wickham, D., Sailor, W., Freeman, R., Guess, D.,Lassen, S., Mccart, A., Park, J., Riffel, L., Turnbull, R., & Warren, J. (2002). A blueprint for schoolwide positive behavior support: Implementation of three components. Exceptional Children, 68, 377-402.
Vollmer, TR., Marcus, B.A., Ringdahl,J E., & Poane, H.S.(1995).Pregressing form brief assessment to extendnd
experimental analysis in the evaluation of aberrant
behavior.Journal of Applied Behavior Analysis,28,561-576.
Vollmer, T. R., & Vorndran, C. M.(1998). Assessment of self-injurious behavior maintained by access to self-restraint materials. Journal of Applied Behavior Analysis, 31, 647-650.
Westling, D. L., & Fox, L.(1995).Teaching students with severe disabilities.NJ:Prentice-Hall.