學(xué)生課堂自傷行為的分析及干預(yù)策略探討-資料下載頁(yè)
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【正文】 ies to prevent and remediate challenging behavior in school settings. 2th ed. New Jersey: Merrill Prentice Hall, , 686915 Iwata B A , Dorsey M F, Slifer K J, et al. Toward a functional analysis of selfinjury. Journal of Applied Behavior Analysis, 1994, 27: 19720917 Groden J, Cautela J, Prince S, et al. The impact of stress and anxiety on individuals with autism and developmental disabilities. IN: Schople E, Mesibov G B (Eds.).Behavioral issues in autism. New York: Plenum Press, 1994. 17719418 轉(zhuǎn)引自: Iwata B A, Zarcone J B, Vollmer T R. Assessment and treatment of selfinjurious behavior. 見(jiàn)：鈕文英. 身心障礙者行為問(wèn)題處理. 臺(tái)灣: 心理出版社, 2001. 259Analysis on Pupils’ Classroom Selfinjurious Behavior and Its Corresponding Intervention StrategiesLIN Yunqiang ZHANG Fujuan(Department of Special Education, East China Normal University, Shanghai, 200062)Abstract Selfinjurious behavior (SIB) is defined as a behavior problem that produces injuries to an individual’s own body. It can be easily found among various types of special children, and greatly affects a child’s general health and overall quality of life. In addition, it poses a challenge to the teachers’ teaching efficiency. According to positive behavior support, SIB has three basic functions: positive reinforcement, negative reinforcement and sensory regulation/sensory stimulation. At last, based on the functional analysis of the SIB, this paper provides some suggestions on three aspects for reference, namely precorrection strategies to avoid the SIB, tongue clue strategies to foster munication skills and distinguish reinforcement strategies to develop appropriate replacement behavior, and so on.Key word positive behavior support selfinjurious behavior functional analysis intervention strategy 6
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