An action research of using a positive behavior support program to address disruptive behaviors of a student with moderate intellectual disability

• Main Authors: HSUEH, YA-YUN, 薛雅云
• Other Authors: CHAN, SHIH-YI
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/05716599432372701626

碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 104 === With the students with moderate intellectual disability in a special education class as the subjects, this study adopted the results of functional assessment to develop a positive behavior support program and reduced the disruptive behaviors in class. As an action research, this study explored the changes to the disruptive and positive behaviors of the participant as well as the professional growth of the teachers according to the information obtained from the interviews, the observations, and the recordings of the behaviors of the participant. This study comprised three phases. In the first phase, the functional assessments were conducted; in the second, a positive behavior support program was implemented according to behavioral functions; in the third, the program was modified according to the problems in the previous phase. The results of this study were as follows: 1. The behaviors of the participant were shown to get attention and specific objects. 2. The positive behavior support program could reduce the disruptive behaviors of the participant. 3. The positive behavior support program could increase the positive behaviors of the participant. 4. The teachers and relevant staff were satisfied with the results of the program. Finally, this study discussed the findings and gave suggestions to future studies.