精品]范式轉(zhuǎn)移：正向行為支援及教導(dǎo)有特殊教育需要學(xué)生的策略分(編輯修改稿)
2025-02-14 19:33 本頁(yè)面
【文章內(nèi)容簡(jiǎn)介】 ) 個(gè)案討論指引 ? 介定行為問(wèn)題 ? 學(xué)生的 Assets, Deficit, and Excess ? 環(huán)境的分析 ? 發(fā)生問(wèn)題行為前的背景因素 ? 不發(fā)生問(wèn)題行為的背景因素 ? 在什麼情況發(fā)生會(huì)表現(xiàn)成功、開(kāi)心參予？什 麼情況下 會(huì)出現(xiàn)反情況？ ? 行為的功能評(píng)量 ? 現(xiàn)時(shí)處理行為的形式及結(jié)果如何？ ? 行為處理策略 (前瞻性的預(yù)防、良好行為拓展、行為後果處理、環(huán)境改造 ) 參考資料 ? Jackson, L., amp。 Panyan , . (2022). Positive behavioral support in the classroom: Principles and practices. Baltimore, MD: Paul H. Brookes Pub. Co. ? 鈕文英 (2022) : 身心障礙者行為問(wèn)題處理：正向行為 支持取向 。 臺(tái)北 : 心理出版社。 amp。spXmUiRfNcK9H5E2B+x(u$rZoWkThQeMbMbJ7G4D1zw*t!qY mVjSgOdLaI6F3B0y)v%spXlUiRf NcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1zwamp。t!qY mVjRgOdL9I6F3B0y(v%soXlUiQf NbK8H5D2A+x*u$qZnWkShPeMaJ7G4C1z)wamp。t!pY mVjRgOcL9I6E3B0y(v%roXlTiQf NbK8G5D2Ax*u$qZnVkShPdMaJ7F4C0z)wamp。s!pY mUjRf OcL9H6E3B+y(v%roWlTiQ eNbK8G5D1Ax*t$qZnVkSgPdMaI7F4C0z)vamp。s!pX mUjRf OcK9H6E2B+y(u%rZoWlThQ eNbJ8G4D1Aw*t$qY nVjSgPdLaI7F3C0z)vamp。spX mUiRf OcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1z w*t!qYnVjSgOdLaI6F3C0y)v%spXlUiRfNcK 8H5E2A+x(u$rZoWkThPeMbJ7G4D1zwamp。t! qYmVjSgOdL9I6F3B 0y)v%s oXlUiQfNcK 8H5D2A+x*u$rZnWkShPeMaJ7G4C1z)wamp。t !pYmVjRgOcL9I6E3B 0y(v%soXlT iQfNbK8H5D2Ax*u$qZnWkShPdMaJ7F4C1z)wamp。s !pYmUjRgOcL9H6E3B+y(v%roWlTiQeNbK8G5D1Ax*t$qZnVkShPdMaI7F4C0z)wamp。s!pXm UjRfOc L9H6E2B+y(u%roWlThQeNbJ8G5D1Aw*t$qYnVkSgPdLaI7F3C0z)vamp。spX mUiRfO cK9H6E2B+x(u%rZoWlThQ eMbJ8G4D1Aw*t!qYnVjSgPdLaI6F3C0y)vamp。spXlUiRfNcK9H5E2A+x(u$rZoWkThPeMbJ7G4D1z wamp。t!qYmVjSgOdLaI6F3B0y)v%s pXlUiQfNcK8H5E2A+x*u$rZnWkT hPeMaJ7G4C1z zwamp。t !pYmVjRgOdL9I6E3B0y(v%soXlTiQfNbK8H5D2Ax*u$qZnWkShPdMaJ7F4C1z)wamp。t !pYmUjRgOcL9I6E3B +y(v%roXlTiQeNbK8G5D2Ax*t $qZnVkShPdMaI7F4C0z)wamp。s !pXmUjRfOcL9H6E2B+y(u%roWlTiQeNbJ8G5D1Ax*t $qYnVkSgPdMaI7F3C0z)vamp。s !pXmUiRfOcK 9H6E2B+x(u%rZoWlThQeMbJ8G4D1Aw*t!qYnVjSgPdLaI7F3C0y)vamp。spXmUiRfNcK 9H5E2B+x(u$rZoWkThQeMbJ7G4D1zw*t !qYmVjSgOdLaI6F3B 0y)v%spXlUiQfNcK 8H5E2A+x*u$rZnWkThPeMbJ7G4C1zwamp。t !qYmVjRgOdL9I6F3B 0y(v%soXlUiQfNbK8H5D2A+x*u$qZnWkShPeMa
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