特殊教育學校（班）智能障礙學生問題行為功能之調查研究

The Function of Challenging Behaviors of Students with Intellectual Disabilities

林惠芬(Hui-Fen Lin)

智能障礙 ； 問題行為 ； 行為功能 ； behavioral functions ； challenging behaviors ； students with intellectual disabilities

特殊教育與復健學報

28期（2013 / 06 / 01）

1 - 16

繁體中文

本研究係以自編之「問題行為與處理策略」量表，請202位啟智教育教師以班上有明顯問題行為之2～3位學生為對象，就學生之問題行為填寫其行為發生之可能的功能。本研究共計以456位由國小至高職階段的智能障礙學生的問題行為功能進行分析，研究結果指出，智能障礙者問題行為功能是多元的，發洩情緒是暴力、怪異和自傷行為發生的主要原因；引人注意是不當行為發生的主要原因；反抗行為的發生主要來自於逃脫迴避；退縮行為來自於逃脫迴避和原因不明；而引人注意與原因不明是刻板行為發生的主要原因。根據研究結果，本研究對教師在教學以及未來研究提出有關之建議。

The purpose of this study was to investigate the function of challenging behaviors of 456 students with intellectual disabilities. Self-developed questionnaires consisting of twenty items concerning seven types of challenging behaviors were filled out by 202 special education teachers teaching in elementary and secondary schools.The results indicated that the majority of challenging behaviors examined were maintained by multiple functions for students with intellectual disabilities. The maintaining factors of aggression, self-injury and bizarre behaviors were throwing the tantrum. Seeking adult attention was the function of having maladaptive behaviors, escaping from task demands was the function of having rebellious conduct behaviors, and attention-seeking as well as unknown reasons were the function of stereotyped behavior.

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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。
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3. (2020)。自我教導結合功能性動作訓練方案對增進高職智能障礙學生清潔技能成效之研究。東臺灣特殊教育學報，22，1-34。