國中普通班導師運用介入策略處理情緒行為障礙學生行為問題之探究

General Education Teachers' Perception about Intervention Strategies for the Challenging Behaviors of Middle School Students with Emotional/Behavioral Disorders

10.6217/SEQ.201812_(149).13-25

吳宜蒨(I-Chien Wu)；陳佩玉(Pei-Yu Chen)

情緒行為障礙 ； 介入策略 ； 國中普通班導師 ； emotional/behavioral disorders ； intervention strategies ； general education teachers

特殊教育季刊

149期（2018 / 12 / 01）

13 - 25

繁體中文

本文旨在探討國中普通班導師對班上情緒行為障礙學生行為問題之介入現況。研究者採調查研究法，從臺北市、新北市及桃園市招募217名研究對象，以自編之「情緒行為障礙學生行為問題與普通班導師介入策略之調查問卷」為研究工具，使用描述性統計、相關、相依樣本單因子變異數分析、單因子多變項共變數分析方法分析問卷資料。研究結果發現導師介入時會使用各類策略，其中以生態環境改善策略使用率最高，前事控制策略的成效最好，行為教導策略使用率與成效皆為最低。研究者依前述結果進行討論並提出建議。

This study investigated the perceptions of middle school general education teachers about intervention strategies for challenging behaviors of students with emotional/ behavioral disorders (EBD). A total of 217 teachers recruited from three cities in northern Taiwan completed the self-developed survey ＂Challenging Behaviors of and Intervention Strategies for Middle School Students with EBD.＂ The results of the descriptive statistics, analysis of variance-repeated measure, Pearson correlation, and multivariate analysis of covariance showed that general education teachers applied setting event strategies most frequently, but thought that antecedent strategies were most effective. Among the four types of strategies, the usage and the effectiveness of instruction strategies were perceived to be the lowest. We made suggestions for practice and future researchs.

1. 呂秋蓮、陳明終、孟瑛如、田仲閔(2015)。國小普通班教師面對ADHD 學生教學困擾與因應策略之現況調查與研究。特教論壇，19，85-101。
   連結：
2. 孟瑛如、陳秀鳳、謝瓊慧(2011)。國小注意力缺失過動症學生之學校支持、教學調整及教養策略之調查研究。特教論壇，11，45-58。
   連結：
3. 林惠芬(2013)。特殊教育學校 （班） 智能障礙學生問題行為功能之調查研究。特殊教育與復健學報，28，1-16。
   連結：
4. 陳志平、周台傑、孟瑛如(2011)。國民中小學情緒行為障礙學生多元介入調查研究。特殊教育學報，34，1-32。
   連結：
5. 陳佩玉、蔡欣玶、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。
   連結：
6. 身心障礙及資賦優異學生鑑定辦法（2013）。中華民國一百零二年九月二日教育部臺教學（四）字第 1020125519B 號令修正發布。
7. Alhossein, A.(2016).Teachers' knowledge and use of evidence-based teaching practices for students with emotional and behavior disorders in Saudi Arabia.Journal of Education and Practice,7(35),90-97.
8. Association, American Psychiatric、臺灣精神醫學會譯(2015)。DSM-5 精神疾病診斷準則手冊。新北:合記。
9. Briesch, A. M.,Briesch, J. M.,Chafouleas, S. M.(2015).Investigating the usability of classroom management strategies among elementary schoolteachers.Journal of Positive Behavior Interventions,17(1),5-14.
10. Browne, K.(2013).Challenging behaviour in secondary school students: Classroom strategies for increasing positive behaviour.New Zealand Journal of Teachers' Work,10(1),125-147.
11. Carr, E. G.,Dunlap, G.,Horner, R. H.,Koegel, R. L.,Turnbull, A. P.,Sailor, W.,Fox, L.(2002).Positive behavior support: Evolution of an applied science.Journal of Positive Behavior Interventions,4,4-16.
12. Crone, D. A.,Hawken, L. S.,Horner, R. H.(2015).Building positive behavior support systems in schools: Functional behavioral assessment.New York, NY:Guilford Publications.
13. Goh, A. E.,Bambara, L. M.(2012).Individualized positive behavior support in school settings: A meta-analysis.Remedial and Special Education,33(5),271-286.
14. Lewis, T. J.,McIntosh, K.,Simonsen, B.,Mitchell, B. S.,Hatton, H. L.(2017).Schoolwide systems of positive behavior support: Implications for students at risk and with emotional/behavioral disorders.AERA Open,3(2),1-11.
15. Simonsen, B.,MacSuga-Gage, A. S.,Briere, D. E., III,Freeman, J.,Myers, D.,Scott, T. M.,Sugai, G.(2014).Multi-tiered support framework for teachers' classroom-management practices: Overview and case study of building the triangle for teachers.Journal of Positive Behavior Interventions,16(3),179-190.
16. State, T. M.,Harrison, J. R.,Kern, L.,Lewis, T. J.(2017).Feasibility and acceptability of classroombased interventions for students with emotional/behavioral challenges at the high school level.Journal of Positive Behavior Interventions,19(1),26-36.
17. Wills, H.,Kamps, D.,Abbott, M.,Bannister, H.,Kaufman, J.(2010).Classroom observations and effects of reading interventions for students at risk for emotional and behavioral disorders.Behavioral Disorders,35(2),103-119.
18. 吳明隆(2010)。SPSS 操作與應用─變異數分析實務。臺北:五南。
19. 呂建志(2014)。正向行為支持方案對情緒行為障礙學生不服管教之成效。雲嘉特教期刊，19，51-59。
20. 洪儷瑜（2013）。情緒行為障礙學生鑑定辦法說明。2017 年6 月29 日，取自http://iweb.ntnu.edu.tw/spe/identify2014/
21. 張菀蔚、賴翠媛(2015)。情緒行為障礙學生的班級輔導實例。特教園丁，30(4)，33-39。
22. 教育部(2013)。國民中學學校輔導工作參考手冊。臺北:教育部。
23. 教育部特殊教育通報網（2017）。國中各縣市特教類別學生數統計（身障）。2017 年6 月29 日，取自http://163.21.111.21/STA2/default.asp
24. 鈕文英(2016)。身心障礙者的正向行為支持。臺北:心理。