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以积极行为支持理念为指导,干预人员要对自闭症儿童的攻击行为进行功能评估。研究发现,自闭症儿童攻击行为产生的主要功能特点是正强化、负强化及感觉调整或感觉刺激。文章基于自闭症儿童攻击行为的功能评估,梳理与总结了如下干预策略:事前控制,防范于未然;社会消退,阻断强化来源;区分强化,培养合适替代行为;常规塑造,建立有效沟通技能。 相似文献
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音乐治疗干预自闭症儿童的原理和方法 总被引：1，自引：0，他引：1
作为一种新兴的自闭症干预方法,音乐治疗对自闭症儿童的生理、心理、社会行为等方面有着独特的作用。在使用音乐对自闭症儿童进行干预时,应根据自闭症儿童的类型和心理、行为特征来选择不同性质的音乐,采取不同的干预方法。为保证治疗效果,在使用音乐治疗对自闭症儿童进行干预时应制定科学的流程,做到干预前进行评估,干预中进行监控,干预后进行总结。 相似文献
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自伤行为是指所有针对自己身体进行直接伤害的行为.在特殊教育领域,自伤行为多出现于自闭症儿童和智力落后儿童中.研究采用A-B实验设计,以功能性行为评估为基础,在学校自然教学情境下对两名自闭症儿童的自伤行为实施以积极行为支持为导向的干预.研究结果表明,在自然教学情境下对两名被试自伤行为的功能进行分析,并以此为依据制定并实施包括前事控制、后果控制、行为训练等干预策略,自伤行为下降趋势明显,干预效果显著. 相似文献
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自伤性行为是一种危害性极大的问题行为,它会给个体带来直接的身体伤害。在自闭症儿童中,有自伤性行为的个体不在少数。本文以一名自闭症儿童为例,运用了访谈法、观察法,填写行为动机量表,详细分析了自伤性行为的功能及目的,在此基础上设计了干预措施,进行实施。并依据注意力转移策略设计了替代行为,减少其自伤行为发生的频率。该儿童的行为变化验证了干预及替代行为的可行性。研究结果为改善自闭症儿童的自伤行为提供了一种建议和方法。 相似文献
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自闭症儿童的行为问题辅导--功能评估的应用研究 总被引：3，自引：1，他引：3
自闭症儿童的行为问题是其主要障碍之一.近年来应用广泛的功能评估为正确评估与干预行为问题提供了新的机会.功能评估的实施有三种方法,分别是资料收集法、直接观察法和功能分析法.许多研究支持了功能评估的有效性,但还需要对其进行深入的研究. 相似文献
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自闭症儿童主动口语沟通行为干预的个案研究 总被引：1，自引：0，他引：1
采用示范、提示—示范、时间延宕、随机教学等干预方法对一名自闭症儿童的主动口语沟通行为进行干预,旨在探讨自闭症儿童主动口语沟通行为的干预效果及启示。结果表明:干预显著增加了被试主动口语沟通行为的发生次数,同时沟通内容及沟通功能也有所扩展。最后,作者建议通过激发儿童兴趣和动机、注意环境的设置和安排等措施来促进自闭症儿童主动口语沟通行为的发展。 相似文献
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在对一名学龄前自闭症儿童自身旋转刻板行为的干预中,运用单一被试实验法的实验设计,采用感觉统合结合运动训练的综合干预方案,进行为期11周的干预。干预后该儿童旋转的刻板行为消失,表明提高感觉统合和粗大运动功能对自闭症儿童刻板行为有明显的改善作用。 相似文献
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在融合教育的背景下,越来越多的自闭症儿童选择普校就读。由于学生自身障碍原因,加之普通学校融合环境复杂,学生的特殊需要难以得到满足,导致学生出现许多行为问题,其中“逃课行为”严重影响了学生的学习质量。文章运用应用行为分析的方法,对一名五年级自闭症谱系障碍学生的“逃课行为”进行功能性行为评估,并采用正向行为支持进行干预,归纳总结具体的干预方法。研究发现,正向行为支持能够减少学生的逃课行为,在对自闭症儿童的干预过程中,要注意与学生建立良好的辅导关系,充分地利用资源教室为学生构建良好的融合教育支持系统,提高融合教育的质量。 相似文献
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《兰州教育学院学报》2019,(11):159-161
为减少自闭症儿童的课堂扰乱行为,应用沙盘游戏疗法对自闭症儿童进行干预,在结构化的系统观察基础上,开展沙盘游戏干预自闭症儿童课堂扰乱行为的自然实验。研究结果发现:自闭症儿童课堂扰乱行为的产生与其情绪表达障碍、行为控制能力较弱之间存在一定关联;沙盘游戏对自闭症儿童课堂扰乱行为的干预效果是较为明显的,经过干预,自闭症儿童的情绪表达、行为调控和课堂参与等多方面均有所改善。 相似文献
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本文为验证“地板时光”训练对自闭症儿童打人并伴随哭闹行为干预的有效性,运用“地板时光”训练对两名自闭症儿童的打人并伴随哭闹行为进行了干预实验,结果发现“地板时光”训练对自闭症儿童打人行为的干预效果显著,且伴随哭闹行为问题比主行为问题的干预效果更好。 相似文献
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《Exceptionality》2013,21(3):205-215
In their efforts to address challenging problem behaviors, educators and families have indicated a great need to develop and implement effective behavior support plans (BSPs). Fortunately, the functional behavioral assessment technology provides an excellent base for building behavior intervention plans. However, educators and families need guidelines to improve the effectiveness, efficiency, and relevance of the BSPs they develop. The purpose of this article is to review the features of a BSP that teams should consider as they develop effective responses to problem behavior. 相似文献
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《Exceptionality》2013,21(3):173-187
Positive behavioral interventions and supports (PBS) is the federal law's preferred strategy for dealing with challenging behavior by students with disabilities. The Individuals With Disabilities Education Act (IDEA) requires that PBS be considered in all cases of students whose behavior impedes their learning or the learning of others, reflecting IDEA's preference for use of state-of-the-art technology in special education. We believe that when schools take disciplinary actions against students with disabilities, PBS requirements will nearly always be at issue. This article describes the ramifications of IDEA's PBS requirements in the context of disciplinary situations, including the interplay of PBS issues with functional behavioral assessment and behavioral intervention plans. 相似文献
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Summer Sides Riney 《Emotional and Behavioural Difficulties》2013,18(2):195-211
This study examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention services. The study targeted students in kindergarten through grade 5 who were identified by the school system as being at risk for emotional and behavioral disorders. Students identified received early intervention services based on individualized positive behavior supports (i.e. social skills training, functional behavioral assessment, and team collaboration). The results indicate that early intervention services that teach social skills and use functional behavioral assessments to deal with problem behaviors are beneficial to children displaying behavioral challenges. 相似文献
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Teachers and school psychologists are often involved in designing classroom behavioral interventions. Functional behavioral assessment, mandated under certain circumstances by IDEA (1997), is considered a best practices approach in designing behavioral interventions. A functional assessment can result in an intervention tailored to a specific student's needs. The purpose of this study was to determine whether teachers considered the function of a behavior when determining a classroom intervention. A sample of 209 Kentucky teachers were given scenarios of students exhibiting problematic behaviors. Information was provided so that the function of the behavior was apparent. The results found that few teachers considered the behavioral function when deciding upon an intervention. Few differences were found between regular and special education teachers. Implications for school psychologists are discussed. © 2000 John Wiley & Sons, Inc. 相似文献
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《Emotional and Behavioural Difficulties》2013,18(4):255-268
Abstract A functional behavioral assessment was conducted to identify the maintaining function(s) of aberrant behaviors displayed by a 6-year-old diagnosed with multiple disabilities. The assessment included indirect measures such as interviews, rating scales, and direct observations such as antecedent, behavior, consequence (A‐B‐C) charting. These assessments allowed the teacher to develop a hypothesis about the maintaining function of the aberrant behaviors. A functional assessment was not conducted. Instead, treatment was initiated quickly based on an abbreviated analysis. The results showed decreased rates of aberrant behavior following the implementation of the functional assessment based intervention; however, occurrences of aberrant behavior were not eliminated. Additional analyses suggested that changes in routine may be analogous to high demand situations that act as setting events for aberrant behavior. The results are discussed in terms of developing strategies for identifying events at home and in the community that may influence the occurrence of aberrant behavior. 相似文献
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Several issues pertinent to childhood anxiety and related disorders are reviewed. These include the reliability and validity of existing classification systems, the diversity and shortcomings of behavioral assessment techniques, and the nature and efficacy of intervention strategies with this population. Particular attention is paid to the need to interface taxonomic, assessment, and treatment methods. A functional model of assessing and treating children and adolescents with school refusal behavior is presented as a preliminary example. Recommendations for future research by educators and psychologists are also discussed. 相似文献
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功能性行为评估是在应用行为分析的基础上逐步发展起来的一种新的评估方法。本文对功能性行为评估的理论假设和基本操作流程进行了介绍,并在此基础上从对待挑战性行为的态度、评估的侧重点以及干预措施等角度比较了功能性行为评估与传统评估方法的异同。 相似文献
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Elisa Rachel P. Altafim Dana C. McCoy Maria Beatriz M. Linhares 《Child development》2021,92(2):626-637
This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers’ reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children’s internalizing and externalizing behavior problems were mediated by improvements in mothers’ emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems. 相似文献