基于自我刺激功能的脑瘫儿童课堂问题行为干预研究  

A Case Study of Classroom Problem Behavior Intervention in Children with Cerebral Palsy Based on Self-stimulation

作　　者：马江霞 昝飞 MA Jiangxia;ZAN Fei(Department of Education, School of Education, East China Normal University Shanghai 20006)

机构地区：[1]华东师范大学教育学部特殊教育学系,上海200062

出　　处：《现代特殊教育》2017年第20期24-30,共7页Modern Special Education

摘　　要：采用ABAB实验设计,对基于自我刺激功能的脑瘫儿童课堂问题行为进行了持续三个月的干预,探究自我刺激问题行为发生的原因及干预策略的有效性。研究结果表明,儿童在课堂上出现自我刺激功能的行为是因为自身所需感觉刺激与正常教学环境所提供的刺激不匹配;以环境调整措施为主的干预策略取得了良好效果。教师在处理此类问题行为时,可采用通过恰当途径满足儿童感觉需求的策略,同时也需注意减少外部不良刺激。Aiming to explore the cause of problem behavior based on self-stimulation and effect of the intervention strategy,ABAB experimental design was used. Interventions for the classroom problem behavior of children with cerebral palsy based on selfstimulation lasted for three months. The results show the following： the cause of children＇s classroom problem behavior based on self-stimulation is that the stimulus that the children need does not match the stimulus provided by the normal teaching environment. The intervention strategy based on environmental adjustment measures has good effect. The study concludes the following： teachers not only can use appropriate ways to meet the needs of stimulus of children,but also need to pay attention to reduce the external adverse stimuli.

关 键 词：自我刺激功能 脑瘫儿童 课堂问题行为 干预 

分 类 号：G760[文化科学—特殊教育学]