本研究以行動研究探討正向行為支持的模式對自閉症譜系學生之影響,研究對象為一位被確診為自閉症譜系的小三學生,研究者發現學生表達情緒的方法,對課堂及其本身都造成困擾。研究者利用正向行為管理策略製訂個別行為奬勵計劃,並於本年度試行。研究者透過觀察、訪談等方式來蒐集資料,並在研究過程中調整計劃的細節。研究發現:(1)正向行為管理策略有助強化學生的正面行為;(2)學生能遵守課堂規則,自我形象亦提升了;(3)研究者重新肯定「奬勵計劃」對處理具行為及情緒問題學生的功用。綜合本研究之結果,提出反思與建議,以供教師及日後相關研究參考。This action research was conducted to discuss the effectiveness of positive behavior support on a student with ASD. The subject of the research is a P.3 student with ASD. According to the observation of the student’s behaviors and how the student expressed his negative emotions, student showed a lack of intention to learn and was failed to express his emotions properly. A positive behavior support plan was set and was taken place in 2016-17. Data was collected through the record of behaviors, meetings of reflections and interviews. The research findings are as followed: (1) Positive behavior support strategies can strengthen the student’s positive behavior. (2) After detailed discussion and explanation, the student behaved well in most of the time. (3) Researcher’s reception to the token scheme was turned about, the effectiveness of token scheme was reaffirmed. Based on the result of the study, some suggestions and reflections were made for teachers and future studies.
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隨著特殊教育類別及介入方法的多年發展,有關特殊教育需要的文獻恆河星數,教師很容易迷失在眾多文獻推介的策略,而忽略了在課堂內外,營造正向教學環境的重要性,包括與學生建立有效溝通及良好師生關係。這些返璞歸真建立有效課堂教學的基本要素,在嚴重行為及情緒問題出現時,更能考驗教師及專業團隊的專業操守。核心要素包括:有效溝通、良好師生關係及結構化的課堂規劃,這三個要素在中度智障學校及自閉症譜系障礙學童教學上尤為重要,本文概述香港一所中度智障特殊學校的校本自閉輔導教學計劃,於2014至2016年間開展了「CRS」的教學計劃,「CRS」即代表 : C- 有 效 溝 通 (Communication) 、 R-良好師生關係(Relationship)及S-結構化的課堂規劃(Structure)。計劃主要是針對這三項息息相關的教學原則,利用行政措施及對位的教學策略,進行了對「CRS」的深化探討,並以此作為優化教學的策略,成為學校自閉輔導教學的核心價值。The abundance of researches on intervention methods in special education makes appropriate selection of teaching strategies confirming and sometimes caused the core elements of teaching being ignored. Teachers can get lost easily amongst the universe of research material and methods while forgetting the core education value for creating a positive classroom climate to support students’ learning. These positive support measures include the use of effective communication in building up good teacher-student relationship. These back to the basics of classroom teaching are mastery and effective ways for guiding and testifying good teaching practices especially in the presence of severe behavior and emotional problems. A project named CRS comprising the three core elements of teaching: C - effective communication, R - good student-teacher relationship and S - well-structured classroom activities, was implemented between 2014 and 2016 in a Hong Kong special school for moderate intellectually disabled students. These basic elements are especially vital for the teaching of students with intellectual disability and autistic spectrum disorders. Teaching elements deliberately linked with CRS were set up as administrative guidelines and teaching strategies developed for guiding professional practices to ensure that all school-based autistic teaching programme will be under the scrutiny of these elements. It was found that lessons and activities being planned are more structured and strategically conducted when being applied under the CRS framework.
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