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

普通班轻度发育障碍学生行为问题环境特征问卷调查

基本信息

批准号：
17530689
负责人：
HIRASAWA Noriko
金额：
$ 1.66万
依托单位：
Gifu University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2005
资助国家：
日本
起止时间：
2005 至 2006
项目状态：
已结题

项目摘要

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

为了明确随班就读轻度发育障碍学生行为评估对教育支持的有效性，本研究在问卷调查和个案调查的基础上，分析了随班就读轻度发育障碍学生行为问题发生的环境特征，于2005年11月对G市48所公立小学进行了问卷调查。根据困难行为选择488名学生（应答率61%）。最后，根据孔乡调查标准，筛选出4 5 6名学生。问卷包括班级7个项目和学生12个项目。进行统计学分析。结果表明，最难发生的行为是不恰当的谈话、任务投入和互动等，最易发生的场合是学术课堂、空闲时间和负责活动场合。环境特征与学生的活动需要一致性、活动需要言语一致性、活动需要言语一致性、活动需要言语一致性有关， ...更多信息 n、思考和理解的活动等。大多数非发生的设置是自由时间。这些特征与最喜欢的活动、与自己步调一致的活动、规则简单的活动等有关。54名学生每年级选出一人。研究者对教师进行了行为观察和访谈。结果表明，学生最难处理的行为是不参与、不恰当的谈话、互动等，在42名学生的学术课堂上，教师在口头指导或不互动时，都出现了行为问题。观察到的直接后果是重复的指令和不互动。最终学生参与率为60%。在非发生式学习课堂中，学生在最喜欢的问题或个别支持下，先进行任务，后进行教师表扬。学生不倾向于参与任务和列表解释。教师以个别协助摸索、安排座位等方式进行管理，但对行为问题的管理成效仅为一半，对任务参与的管理成效为60%。少