| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系碩士班 === 91 === The purposes of this study were to find out the functions of self-injurious behavior of a student with moderate to severe mental retardation in functional assessment and to examine the effectiveness of the program. One student with severe mental retardation who studied in special school participated in this study.
Following functional assessment interview, direct observation and functional analysis, which were employed to verify the functions of the participant’s self-injurious behavior, the researcher used functional communication training to teach the participant alternative communicative behavior.
The multiple-baseline design across-functions of single subject research design plus reversal design was used in this study to examine the effectiveness of the treatment. The independent variable was the functional communication training. The dependent variables were the occurrence interval percentage of the student’s self-injurious behavior and communicative behavior.
The data of functional assessment interview, direct observation, functional analysis and the responses of self-injurious behavior and communicative behavior during the intervention of the program were collected, and then we analyzed the data to examine the effectiveness of functional communication training.
The results of this study indicated:
1. Although functional assessment interview and direct observation could be used to find out the possible functions of the self-injurious behavior, the results should be verified through functional analysis.
2. The more definite the function was during functional assessment, the more effective functional communication training was in reducing the self-injurious behavior. The less definite the function was during functional assessment, the less effective functional communication training was in reducing the self-injurious behavior.
3. The more definite the function was during functional assessment, the more effective functional communication training was in increasing the alternative communicative behavior. The less definite the function was during functional assessment, the less effective functional communication training was in increasing the alternative communicative behavior.
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