Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities

碩士 === 臺北市立師範學院 === 身心障礙教育研究所 === 93 === Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities Abstract This study evaluated the efficacy of functional analysis and treatment of hand-mouthing in students with multiple-disabilities. All of the four participants w...

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Main Authors: Cheng Kuang Ming, 鄭光明
Other Authors: Tang Jung Chang
Format: Others
Language:zh-TW
Published: 2005
Online Access:http://ndltd.ncl.edu.tw/handle/35048560330109046622
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spelling ndltd-TW-093TMTC07420052015-10-13T12:57:07Z http://ndltd.ncl.edu.tw/handle/35048560330109046622 Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities 多重障礙學生含手行為的功能分析與介入之研究 Cheng Kuang Ming 鄭光明 碩士 臺北市立師範學院 身心障礙教育研究所 93 Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities Abstract This study evaluated the efficacy of functional analysis and treatment of hand-mouthing in students with multiple-disabilities. All of the four participants were severely in multiple-disabilities, exhibited in hand-mouthing. A single-subject research with multielement design was used in the study. The independent of the study was functional-based intervention, and the dependent variable was hand-mouthing. Results of the current study were summarized as follows: 1.For the determinant of hand-mouthing, student A (a 9yrs-8mth. boy) and student C (a 7yrs-11mth. girl) were suggested as sensory reinforcement, student D (a 16yrs-5mth. girl) was suggested as social positive reinforcement, and student B (a 14yrs-4mth. boy) was suggested as the combination of sensory and social negative reinforcement. 2.Student D showing a 75%-89% of hand-mouthing and 1%-14% of communication ability. After the intervention of FCT, the hand-mouthing reduce to 4%-13% and having a raise up of 55%-70% in communication ability. 3.The specific function of hand-mouthing in student A was maintained by tactile stimulation, and student C was maintained by tactile and visual stimulation, both of the sources of self-stimulation were hand. Student A showing 60% of hand-mouthing and 2% of communication ability before intervention. However, a result of 2% in hand-mouthing and 68% in communication ability were found after FCT. For student C, 83% of hand-mouthing and 1% of communication ability before intervention. After FCT, hand-mouthing reduced to 10% and communication ability raised up to 52%. 4.Student B exhibited hand-mouthing from 36%-2% and communication ability from 4%-86% in his demand situation. However, in alone setting, hand-mouthing exhibited from 82%-0% and communication ability raised from 1% to74%. Tang Jung Chang 唐榮昌 2005 學位論文 ; thesis 194 zh-TW
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description 碩士 === 臺北市立師範學院 === 身心障礙教育研究所 === 93 === Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities Abstract This study evaluated the efficacy of functional analysis and treatment of hand-mouthing in students with multiple-disabilities. All of the four participants were severely in multiple-disabilities, exhibited in hand-mouthing. A single-subject research with multielement design was used in the study. The independent of the study was functional-based intervention, and the dependent variable was hand-mouthing. Results of the current study were summarized as follows: 1.For the determinant of hand-mouthing, student A (a 9yrs-8mth. boy) and student C (a 7yrs-11mth. girl) were suggested as sensory reinforcement, student D (a 16yrs-5mth. girl) was suggested as social positive reinforcement, and student B (a 14yrs-4mth. boy) was suggested as the combination of sensory and social negative reinforcement. 2.Student D showing a 75%-89% of hand-mouthing and 1%-14% of communication ability. After the intervention of FCT, the hand-mouthing reduce to 4%-13% and having a raise up of 55%-70% in communication ability. 3.The specific function of hand-mouthing in student A was maintained by tactile stimulation, and student C was maintained by tactile and visual stimulation, both of the sources of self-stimulation were hand. Student A showing 60% of hand-mouthing and 2% of communication ability before intervention. However, a result of 2% in hand-mouthing and 68% in communication ability were found after FCT. For student C, 83% of hand-mouthing and 1% of communication ability before intervention. After FCT, hand-mouthing reduced to 10% and communication ability raised up to 52%. 4.Student B exhibited hand-mouthing from 36%-2% and communication ability from 4%-86% in his demand situation. However, in alone setting, hand-mouthing exhibited from 82%-0% and communication ability raised from 1% to74%.
author2 Tang Jung Chang
author_facet Tang Jung Chang
Cheng Kuang Ming
鄭光明
author Cheng Kuang Ming
鄭光明
spellingShingle Cheng Kuang Ming
鄭光明
Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
author_sort Cheng Kuang Ming
title Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
title_short Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
title_full Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
title_fullStr Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
title_full_unstemmed Functional Analysis and Treatment of Hand-Mouthing in Students with Multiple-Disabilities
title_sort functional analysis and treatment of hand-mouthing in students with multiple-disabilities
publishDate 2005
url http://ndltd.ncl.edu.tw/handle/35048560330109046622
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