Functional Analysis of Disruptive Behavior in an Inclusive Classroom
Functional Analysis of Disruptive Behavior in an Inclusive Classroom
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包容性课堂中破坏性行为的功能分析
DOI：
10.1177/105381519602000104
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发表时间：
1996
期刊：
影响因子：
--
通讯作者：
J. Umbreit
中科院分区：
文献类型：
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作者：
J. Umbreit
内特，一个5岁的男孩，患有轻度智力迟钝（智商= 60），经常在学校表现出破坏行为。评估和干预包括一个简短的功能（模拟）分析，一个基于课程的评估，以及一个由教学人员在课堂上实施的干预。干预几乎消除了所有的破坏性行为，几乎所有时间都产生了适当的行为。此外，效果几乎立即发生，并持续至少几个月。由教学人员完成的治疗可接受性评分表明，基于评估的干预具有非常高的可接受性，而他们之前使用的干预（短暂的重定向和忽略）可接受性非常低。
Nate, a 5-year-old boy with mild mental retardation (I.Q. = 60), frequently displayed disruptive behavior at school. Assessment and intervention involved a brief functional (analog) analysis, a curriculum-based assessment, and an intervention implemented by teaching staff in the classroom. The intervention virtually eliminated all disruptive behavior and resulted in appropriate behavior nearly all of the time. Furthermore, the effect occurred almost immediately and lasted for at least several months. Treatment acceptability ratings completed by the teaching staff indicated that the assessment-based intervention had very high acceptability, whereas the interventions they had previously used (brief redirection and ignoring) had very low acceptability.