機能的アセスメントに基づく介入が発達障害児の行動問題と教師の介入厳密性に及ぼす効果

概要

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The present study examined effects of a function-based intervention on a student's participation in his class and on his teachers' implementation of the intervention. A 12-year-old boy with Asperger's syndrome participated, along with staff at his school. Functional assessment of the student's behavior suggested that his problem behavior might be maintained by the consequences of escape and attention. In Intervention I, setting events and extinction were introduced. In Intervention II, based on a functional assessment of the teachers' behavior, the procedure was modified to add permission cards, which were visual cues for implementation of the intervention. It was hypothesized that the cards would function as an alternative to the problem behavior. The results showed that the function-based intervention with the permission cards was effective for reducing the student's problem behavior and for facilitating implementation by the school staff. The results were discussed in terms of the function of the permission cards and the importance of assessment of the teachers' behavior.
2010-03-31