Using Positive Behavior Support to Intervene Self-injurious Behavior of a Student with Profound Autism

• Main Authors: HUANG WAN-CHING, 黃琬清
• Other Authors: 鈕文英教授
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/95639467599050960195

碩士 === 高雄師範大學 === 特殊教育學系 === 98 === This study adopted the sequential-withdrawal design of the single-subject research designs. The participant was a junior high school student with profound autism. The purposes were to analyze the effects of the positive behavior support plan on reinforcing the quality of functional communication behavior and reducing the intensity of self-injurious behavior. The researcher collected the change of the target behaviors by using “self-injurious behavior scale recordings” and “functional communication behavior scale recordings”, and analyzed the effects of the target behaviors by applying visual inspection, C statistic method, and regression effect size. The researcher also collected qualitative data through interviews and observations. The results of the study showed that for a student with profound autism, the positive behavior support plan had few immediate effects and unstable maintenance effects on reducing self-injurious behavior, but it had immediate and maintenance effects on reinforcing functional communication behavior. The results of interviewing the participant’s teachers and parents showed that they thought the positive behavior support plan had positive influences on the participant’s study situation and autonomy.