身心障礙學生功能本位行為介入方案成效之後設分析

陳佩玉; 蔡欣玶; 林沛霖

doi:10.6172/BSE.201503.4001001

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社会科学 > 教育学

DOI： 10.6172/BSE

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身心障碍学生功能本位行为介入方案成效之後设分析

The Effects of Function-Based Behavioral Interventions for Students with Disabilities: A Meta-Analysis

陈佩玉(Pei-Yu Chen) ；蔡欣玶(Shin-Ping Tsai) ；林沛霖(Pei-Lin Lin)

特殊教育研究学刊； 40 卷 1 期 (2015 / 03 / 31) ， P1 - 30

繁体中文 DOI： 10.6172/BSE.201503.4001001

功能本位行为介入方案；行为功能评量；後设分析；超越中数比率； function-based behavioral interventions ； functional behavioral assessment ； meta-analysis ； percentage of data points exceeding the median of baseline

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摘要 │ 参考文献 (77) │ 被引用文献 (6) │ 国际计量

摘要〈TOP〉

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Purpose: Function-based behavioral interventions have become widely used for decreasing challenging behaviors and increasing positive behaviors of students with disabilities. The purpose of this study is to meta-analyze the effects of function-based behavioral interventions on behaviors of students with disabilities in Taiwan. Method: To identify studies, the authors searched electronic databases such as the Index to Taiwan Periodical Literature System and the Chinese Electronic Periodical Services (CEPS), and manually searched the journals listed on the Special Education Transmit Net and the reference lists of the studies obtained from the aforementioned sources. The inclusion criteria used to select studies include: (a) using single-subject designs, (b) providing data in graphs and/or conducting visual analysis, (c) including functional behavior assessment and/or function-based interventions as independent variables, (d) involving students with disabilities. A total of 39 single-subject research studies between 2001 and 2012 were identified, producing 27 to 59 effect sizes according to the dependent variable. The meta-analytic study utilized the percentage of data points exceeding the median of baseline (PEM) approach to calculate the effect sizes of each study. The PEM effect sizes were analyzed across a variety of variables, including types of behavior functions and intervention strategies. H test and U test were then applied to compare the differences of intention effects among the subgroups under each variable. Results/Findings: Results indicated that function-based behavioral interventions overall had moderate to large effects on decreasing challenging behavior and increasing positive behavior of students with disabilities. Function-based behavioral interventions had positive effects on various types of challenging and positive behaviors, among which the effects were greater for stereotypical behaviors and those positive behaviors replacing stereotypical behaviors. Function-based behavioral interventions also showed medium to large effects on various types of behavioral functions; however, no significant difference was shown among the effect sizes on different types of behavioral functions. Regarding different types of intervention strategies, the results of PEM analysis indicated that medium to large effects were yielded for challenging behavior, while mild to large effects were found for positive behavior. Finally, all types of antecedent strategies had medium to large effects on both challenging and positive behaviors while instructional and consequence strategies showed mild to large effects. Differences among effects of different types of antecedent strategies and of consequence strategies were not significant. Conclusions/Implications: While the results showed that function-based behavior interventions had promising effects on both challenging and positive behaviors of students with disabilities, about half of the studies did not report the changes of positive behaviors of their participants. It is suggested that future studies report the changes of both challenging and positive behaviors of the participants and document the effects of intervention across students with various disabilities, different types of intervention strategies, and different functional behavior assessment methods. Future meta-analytic studies can consider to use a different method to calculate the effect sizes and to group the studies under each variable.

参考文献 ( 77 ) 〈TOP〉

Chu, S.(2012).A family-centered positive behavior support approach to intervene food refusal behavior for a child with autism.Journal of Special Education,36,37-60.
连结：
Chu, S.,Baker, S.(2011).Effects of "noncontingent reinforcement plus differential reinforcement of alternative behavior" and "response interruption and redirection" on a child's vocal stereotypy maintained by automatic reinforcement.Bulletin of Special Education,36(1),109-127.
连结：
Tang, J.-C.(2006).Analysis and treatment of body-rocking for one student with mental retardation.Bulletin of Special Education and Rehabilitation,15,127-138.
连结：
Tang, J.-C.(2006).Treating stereotypic behaviors in a student with multiple disabilities by using functional communication training.Journal of National Taichung University Education,20(1),21-38.
连结：
Tang, J.-C.(2004).Preference objects as treatment for hand mouthing in a child with mental retardation.Journal of National Hsin Chu Teachers College,19,45-60.
连结：

被引用文献 ( 6 ) 〈TOP〉

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