| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 104 === Students’ interpersonal interaction and learning achievement will be affected by disruptive behavior. Therefore, it’s important to reduce their disruptive behavior and promote positive behavior through effective strategies.
The purpose of this study was to investigate the effect of positive behavior support program based on functional assessment results on improving disruptive behavior and promoting positive behavior.
A single-subject experimental study of multiple research design across subjects was adopted. The subjects were three special education students. The independent variable was positive behavior program and the frequency of disruptive behavior and positive behavior as dependent variables.
Data was collected during baseline, intervention, maintenance phases and analyzed by visual analysis. The results of data were utilized to understand the effect of positive behavior support program on disruptive behavior and positive behavior of these three objects. In addition, the subjects’ teachers and parents were interviewed to evaluate the social validity of this study.
The results of this study indicate that positive behavior support program based on functional assessment results shows significant effect on improving disruptive behavior and promoting positive behavior.
Regarding the social validity, teachers and parents hold positive support and views on this program. Therefore, researcher recommends that educators could design a positive behavior support program based on functional assessment results for students: then educators could improve disruptive behavior and promote positive behavior of class by positive and supportive methods.
|
|---|
