| Summary: | 碩士 === 國立高雄師範大學 === 特殊教育學系 === 95 === The effects of the “Emotional Education Program” (EEP) on emotional adaptive behaviors for junior-high-school students with mental retardation were evaluated. The EEP interventions including (a) Emotion Management, (b) Empathy, and (c) Conflict-Solving were conducted on two participants’ inappropriate anger behaviors. The withdrawal design of single subject research design was adopted in this study. The findings of this study were as follows:
1.Based on the participants’ skill deficiency from functional assessment, EEP enhanced the effects.
2.EEP improved the participants’ abilities to manage their anger, such as expressing their anger appropriately both in verbal and physical ways, controlling and releasing anger effectively. Positive maintenance effects were also found in the follow-up phase.
3.EEP encouraged participants to recognize others’ emotional feelings, to respect others, and to show more consideration from others’ perspectives.
4.EEP enhanced the participants’ conflict-solving skills. Better solutions were learned and used to deal with conflicts, instead of fighting back or yelling back. In addition, criticism or corrections from others regarding their inappropriate behaviors and mistakes were more likely to be accepted after intervention.
5.The instruction and activities of EEP were well accepted by the participants.
6.Family factors played a key role in the individual’s emotional adaptive behaviors, both in the stages of improvement and maintenance.
7.Picture books conveyed concrete concepts of emotion and provided practical learning models on a daily basis, which offered fair effects and were well accepted by participants.
8.Social validity was found in EEP, and its effects were appreciated by the teacher and parents.
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