Questionnaire survey on environmental characteristic of behavior problem for students with mild developmental disabilities in regular class

本研究采用问卷调查和个案调查相结合的方法，分析轻度发育障碍学生在正常课堂中行为问题发生的环境特征，阐明行为评估对轻度发育障碍学生有效教育支持的作用。2005年11月对G市48所公立小学进行问卷调查。根据困难行为选择488名学生（答复率61%）。最后根据全国调查标准，选出4 ~ 6名学生。问卷题目为班级7个，学生12个。进行统计分析。结果表明，最困难的行为是不适当的谈话、任务投入和互动等。发生设置以学术课、课余时间和主管活动设置为主。环境特征与需要与其他学生保持一致的活动、口头指导的活动、思考和理解的活动等有关。大多数非发生设置为空闲时间。这些特征与最喜欢的活动、有自我节奏的活动、有简单规则的活动等有关。明年将在10所公立小学实施个案调查。54名学生每个年级选出一人。研究者对教师进行了行为观察和访谈。结果显示，最困难的行为是不参与、不适当的谈话、互动等。在42名学生的学术课堂中，在教师的口头指导或非互动中，观察到行为问题。观察到的直接后果是重复指导和无互动。最后，学生的参与率为60%。在不发生的学术课堂上，在最喜欢的问题或个人支持中，学生从事任务后教师表扬。学生不倾向于参与任务和列出解释。教师在摸索、安排座位等方面进行了个别辅导。但行为问题的有效性为50%，任务参与的有效性为60%。在此基础上，对初等普通课堂的学术课评价项目进行了初步探讨。少

This research analyzed environmental characteristic in which behavior problems occurs to clarify behavioral assessment to effective educational support for students with mild developmental disabilities in regular class based on the questionnaire survey and case investigation.Questionnaire survey was implemented for 4 8 public elementally school in G city during November, 2005. 488 students were selected based on the difficult behavior (response ratio 61%). Finally, 4 5 6 students were selected based on the hole country investigation standard. Questionnaire items were consisted in 7 for classes and 12 for students. Statistical analysis was conducted. Results showed that most difficult behaviors were inappropriate conversation, task engagement, and interaction and so on. Most occurrence setting were academic class, free time, and in charge activity setting. Environmental characteristic were associated with activities need to accordance with other students, activity with verbal instructio … More n, activity with thinking and comprehension, and so on. Most non-occurrence setting was free time. Theses characteristic were associated with favorite activity, activity with a pace of myself, activity with simple rule, and so on.Case investigation was implemented in 10 public elementally school next year. 54 students were selected one person in each grade. Researcher made behavioral observation and interview to teachers. Results showed that most difficult behavior was non-engagement, inappropriate conversation, interaction, and so on. In academic class for 4 2 students, during teacher's verbal instruction or non-interaction, behavior problem was observed. Immediate consequence observed were repeated instruction and non-interaction. Finally students engaged ratio was 60%. In non-occurrence academic class, during favorite question or individual support, students engaged in task followed by teacher's praise. Students didn't tend to participated in the task and listing explanation. Teachers managed them by individual assistance in grope, seat arrangement, and so on. But effectiveness for behavior problem was half and 60% for task participation.Based on these results, tentative assessment items were discussed on academic class in elementally regular class. Less