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，通过对G市48所公办小学2005年11月进行问卷调查，分析其行为问题发生的环境特征，以明确行为评价对普通班级轻度发育障碍学生的有效教育支持作用。488名学生根据困难行为进行调查(回应率为61%)。最后，按黑洞国家调查标准抽取4 5 6名学生。问卷内容包括7个班级项目和12个学生项目。并进行统计分析。结果表明，最困难的行为是不恰当的对话、任务投入和互动等。最常见的事件设置是学术课堂、空闲时间和负责活动的设置。环境特征与活动需要与其他学生一致，活动与口头指导…更多的名词，具有思考和理解的活动，等等。大多数不发生事件的设置是空闲时间。这些特点与最喜欢的活动、有节奏的活动、有规律的活动等有关。54名学生被选为每个年级一人。研究者对教师进行了行为观察和访谈。结果表明，最难的行为是不参与、不恰当的对话、互动等。在4-2名学生的学术课上，在教师口头指导或不互动的情况下，观察到行为问题。观察到的直接后果是重复指导和不互动。最终学生参与率为60%。在不发生的学业课堂上，在最喜欢的问题或个人支持下，学生参与任务后受到老师的表扬。学生不倾向于参与任务和列表解释。教师在摸索、座位安排等方面采取个别协助的方式进行管理。但行为问题的有效率仅为一半，任务参与的有效率为60%。在此基础上，对小学常模班级的学业评价项目进行了初步探讨。较少

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