The Processes that A Resource-Room Teacher was in Cooperation with the Mentor of A General Class in the Elementary Level for Developing and Implementing A Positive Behavior Support Program

• Main Authors: Hong, Zhang-you, 洪彰佑
• Other Authors: Ho, Mei-hwei
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/29221490229812969247

碩士 === 國立臺南大學 === 特殊教育學系重度障礙碩士班 === 102 === The study adopted the action research to explore the processes in which a resource-room teacher was in cooperation with the mentor of a general class in an elementary school to develop and implement a positive behavior support program for a student with attention deficit/hyperactivity disorder. The processes included three stages, namely, the stage of initiation, development and adjustment. Three kinds of data in the processes were uncovered, including the factors for strategies selection, assistance strategies, and the items created. Observation, interview and file analysis were employed for data collection; qualitative analysis was employed for data analysis. Below presents the findings of the study: 1. Across the three stages, the major factor for strategy selection was the mentor’s work loading; thus, being easy to implement became essential for a strategy to be selected. 2. Across the three stages, the major strategies adopted included the encouragement and assurance to the mentor for her working on the program. 3. The items created in each stage depended on the nature of that stage. 4. The mentor felt satisfied with the processes of the development and implement of the program, and with the assistance from the resource-room teacher.