Behavior Analytic Intervention on Children's Social Behavior through Functional Assessment in Inclusion Settings

近年来，为了在全纳环境中为所有儿童制定个性化的教育计划，有必要对儿童周围的社会环境进行功能性分析。本研究在传统的发展问卷、儿童行为观察、家长访谈的基础上，引入社会行为功能性评估，采用多基线设计考察干预效果。从包容情境中强化的偶然性的观点来考察其他儿童行为的影响。接下来，通过对基于儿童行为偏好功能评估的社会技能训练项目的分析，指出了积极行为支持的重要性。本研究针对个别教育计划未完成的儿童，引入同伴建模程序，并证明其干预效果良好。考虑到将这些干预程序应用于学校，本研究在任务情境中采用同伴建模程序对儿童的社会行为进行训练。最后，对孤独症等对他人行为动机低下的儿童，引入行为中断策略，考察注意或模仿行为的塑造效果。因此，行为中断策略被证明是建立高级社会行为操作方法的最有效途径之一。

Recent years have witnessed the necessity of functional analysis of social context around children in order to make individual education plan for all of them in inclusion settings.In addition to traditional developmental questionnaires, observation of children's behavior, interview of parents, present research introduced functional assessment of social behavior and investigated the effects of intervention with multiple baseline design.At first, effects of other children's behavior were examined from the view point of contingencies of reinforcement in inclusion settings.Next, the importance of positive behavioral support was indicated through the analysis of social skills training program based on functional assessment of children's behavioral preference.As most peer mediated approaches impose a heavy burden on non-targeted children and don't achieve their individual education plan, peer modeling procedure was introduced in the present research and proved high effects of such intervention.In consideration of applying these intervention program to school, children's social behavior were trained in on-task settings with peer modeling procedures.At last, for the children with low motivation to other's behavior because of autism and so on, behavioral interruption strategies were introduced and examined shaping effects of attentive or imitative behavior. As a result, behavioral interruption strategies proved to be one of the most effective approach of establishing operation method for the higher social behavior.