The Study of investigating variables relevant to the Stereotyped Behavior in Students with Developmental Disabilities
| Autor: | Li-Ting Wu, 吳麗婷 |
|---|---|
| Rok vydání: | 2004 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 92 The purposes of this study were to discuss the general variables related to the special education students’ stereotyped behavior in Taiwan, to understand types and functions of their stereotyped behavior and to investigate the impact of stereotypy on teaching in classrooms. Specifically, this study seek to test if there were significant differences in levels of stereotypy among the students who have different background variables, the possible functions of the stereotyped behavior and the effect of stereotypy on their peers, their teachers’ instruction, and the students themselves, respectively. This study was conducted in questionnaire, and the participants were 3224 students with developmental disabilities derived from 12 special education schools by purposeful sampling. A total number of 222 out of 308 classes were valid samplers. The recycling rate was 72.08%. The Questionnaire of Special Students’ Stereotyped Behavior was conducted, and the data were then analyzed by Statistical Package for Social Science (SPSS for Windows 10.0 Version) to process the description Statistical, the χ2 test and one-way ANOVA. Research results were as the following: 1. The prevalence of the special education students’ stereotyped behavior is 14.07%, and the most common stereotyped behaviors are head shaking, body rocking, hand-biting and hand-mouthing. The male’s prevalence is higher than the female’s. The mental retardation is the most common disability type, and it almost happens in the stage of the elementary school. 2. We could attribute the possible functions of the stereotyped behavior to several: the multiply determined reinforcement (53.42%), the sensory reinforcement (28.77%), social mediated positive reinforcement (3.08%), to attract others’ attention (2.74%) and the social mediated negative reinforcement (1.37%). 3. The order of the disturbing rate to the peers, the teachers’ teaching and the students themselves are 20.89%、32.19%、51.03%. 4. There are no significant differences among the different sex, study period (elementary, junior high, and senior high school), disability types and disability levels in specific type of stereotyped behavior. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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