國小高攻擊傾向學生行為問題處理之個案研究

Management of Aggressive Behavior in an Elementary School Student: A Case Study

10.7060/KNUJ.200406.0139

林月仙(Yueh-Hsien Lin)；蘇純瑩(Chwen-Yng Su)；吳裕益(Yuh-Yih Wu)

攻擊行為 ； 單一受試研究 ； 效果量 ； 行為問題處理 ； aggressive behavior ； single subject study ； effect sizes ； treatment of behavior problems

高雄師大學報

16期（2004 / 06 / 01）

139 - 160

繁體中文

本研究旨在發展一套國小高攻擊傾向學生行為問題處理策略，並探討此策略之實施成效。研究者藉由觀察與訪談瞭解引發個案攻擊行為的因素，採多元介入模式，使用的處理策略包括：行為契約合併後果處理策略、行為提示卡、自我監控記錄，班級團體處理策略，溫馨支持的環境、經常和個案衝突的個案納入處理策略，因應技巧訓練和賦予個案責任等八項。研究者使用視覺分析、C統計和單一受試效果量等方法分析本研究之實施成效。處理期一的效果量指數 f² = 1.09，屬大效果量，但可能因接近學期末，介入時間不長（七週），個案行為尚未穩定。處理期二的目標在增進個案行為的穩定性，水準與趨勢穩定度皆達 96 % ，變異數改變量指數 f ²為2.37，亦屬大效果量。處理策略褪除後的追蹤期，個案均沒有出現目標行為，水準與趨勢穩定度皆為 100 % 。社會效度方面，無論級任老師或班上同學都表示個案不再出現目標行為。最後根據研究結果與限制提出處理策略和教學上的建議。

The present study aimed to investigate the effects of an individualized behavior modification program on highly aggressive behaviors exhibited by an elementary school student. A multi-faceted approach was applied, including contingency contracting, self-monitor sheet, behavior cuing card, independent group contingency, a supportive environment, contingency contracting for peers in conflict with the subject, coping skills training, in conjunction with empowerment of responsibility. Outcome measures were submitted to visual analysis, C statistics along with effect sizes for single subject analysis. The results denoted a large effect size (f² =1.09) during a 7- week treatment phase I; however, the behavior of the subject wasn’t stable enough due to insufficient time for intervention (ie, approaching the end of semester). The goals for the treatment phase II were to promote the stability of the subject’s appropriate behavior. The magnitude of change in variability associated with a 9-week treatment phase II was large (f² =2.37), with both level and trend stability reaching 96%. None of the target problem behaviors was found in the follow-up phase, coupling with perfect level .and trend stability. As regards social validity, neither homeroom teacher nor classmates reported any target problem behaviors in association with the subject. Finally, teaching strategies for students with aggressive behaviors were suggested based on the findings of this study.

1. Bauer, A. M.,Keefe, C. H.,Shea, T. M.(2001).Students with Learning Disabilities or Emotional/Behavioral Disorders.NJ:Prentice-Hall.
2. Brook, J. S.,Zheng, L.,Whiteman, M.,Brook, D. W.(2001).Aggression in toddlers: Associations with parenting and marital relations.Journal of Genetic Psychology,162(2),228-249.
3. Cesarone, B.(1998).Video games: Research, ratings, recommendations..ERIC Document Reproduction Service.
4. Coie, J. D.,Lochman, J.,Terry, R.,Hyman, C.(1992).Predicting early adolescent disorder from childhood aggression and peer rejection.Journal of Consulting and Clinical Psychology,60,783-792.
5. Frey, K. S.,Hirschstein, M. K.,Guzzo, B. A.(2000).Second step: Preventing Aggression by promoting social competence.Journal of Emotional and Behavioral Disorders,8(2),102-112.
6. Goldstein, A.P.(1999).Aggression reduction strategies: Effective and ineffective.School Psychology Quarterly,14(1),40-58.
7. Josephson, W. L.(1987).Television violence and children's aggression: Testing the Priming, social script, and disinhibition predictions.Journal of Personality and Social Psychology,53,882-890.
8. Kromrey, J. D.,Foster-Johnson, L.(1996).Determining the efficacy of intervention: The use of effect sizes for data analysis in single-subject research.The Journal of Experimental Education,65(1),73-93.
9. Levendoski, L. S.,Cartledge, G.(2000).Self-Monitoring for Elementary School Children with Serious Emotional Disturbances: Classroom Applications for Increased Academic Responding.Behavioral Disorders,25(3),211-224.
10. Lochman, J. E.,Dunn, S. E.(1993).An intervention and consultation model from a social cognitive perspective: A description of the anger coping program.School Psychology Review,22(3),458-471.
11. Middleton M.,Cartledge, G.(1995).Effects of social skills instruction and parental involvement on the aggressive behaviors of African American males.Behavior Modification,19(2),192-210.
12. Patterson, G. R.,DeBaryshe, B. D.,Ramsey, E.(1989).A Developmental Perspective on Antisocial Behavior.American psychologist,44,329-335.
13. Trautwein, U.(2003).Psychosocial Consequences of Adolescents'Problem Behavior in School.ERIC Document Reproduction Service
14. Wheldall, K.,Panagopoulou-Stamatelatou, A.(1991).The Effects of Pupil Self-Recording of On-Task Behavior on Primary School Children.British Educational Research Journal,17(2),113-127.
15. Zirpoli, T. J.,Melloy, K. J.(1993).Behavior Management: applications for teachers and parents
16. 王海捷(1998)。碩士論文(碩士論文)。國立嘉義師範學院國民教育研究所。
17. 王櫻芬(1997)。碩士論文(碩士論文)。國立高雄師範大學輔導研究所。
18. 皮玉鳳(1989)。碩士論文(碩士論文)。國立台灣師範大學教育心理與輔導研究所。
19. 吳芳萍(1996)。碩士論文(碩士論文)。國立屏東師範學院國民教育研究所。
20. 吳秋燕(1999)。碩士論文(碩士論文)。國立彰化師範大學特殊教育研究所。
21. 吳裕益(2003)。特殊教育研究的未來趨勢－以量化研究分析方法為例。國立臺東師範學院特殊教育學系、特殊教育中心「特殊教育學術研討會論文集」，台東縣:
22. 李瑞蓉(1996)。碩士論文(碩士論文)。國立台北師範學院國民教育研究所。
23. 林素秋(2003)。碩士論文(碩士論文)。國立屏東師範學院教育心理與輔導研究所。
24. 姜智惠(2003)。碩士論文(碩士論文)。國立新竹師範學院輔導教學碩士班。
25. 施顯烇(1998)。情緒與行為問題－兒童與青少揮所面臨與呈現的挑戰。台北市:五南。
26. 洪榮照(1998)。博士論文(博士論文)。國立彰化師範大學特殊教育研究所。
27. 徐榮祥(2003)。碩士論文(碩士論文)。國立台南師範學院輔導教學碩士班。
28. 張如穎(1999)。碩士論文(碩士論文)。私立中原大學心理學系。
29. 郭隆興(1997)。博士論文(博士論文)。國立高雄師範大學教育研究所。
30. 鈕文英(2001)。身心障礙者行為問題處理。台北市:心理。
31. 黃文蔚(1996)。碩士論文(碩士論文)。國立台灣師範大學特殊教育研究所。
32. 劉佳蕙(1995)。碩士論文(碩士論文)。台北市立師範學院初等教育學系。
33. 鄭曉楓(2002)。碩士論文(碩士論文)。國立新竹師範學院國民教育研究所。

1. 蔡欣玶、陳佩玉、林沛霖(2015)。身心障礙學生功能本位行為介入方案成效之後設分析。特殊教育研究學刊，40(1)，1-30。
2. (2006)。功能本位介入策略對注意力缺陷過動症學生口語干擾行為之成效研究。東臺灣特殊教育學報，8，21-38。