The Development and Effects of an Classroom-based Positive Behavior Support Program on Improving Disruptive Behavior for the Students in a Special Education Class in an Elementary School
| Autor: | Zi-Ling Haung, 黃姿綾 |
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| Rok vydání: | 2012 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 The purposes of this research using collaborative action research were to develop classroom-based positive behavior support program on improving disruptive behavior for students who were in a special education class in an elementary school in Kauohsiung; additionally, to probe into the development, content, and execution. The target participants were 9 students in the class and the cooperative researchers were special education teachers. During the process, the researcher collected the data by observations and interviews to realize the change of students after implementing the classroom-based positive behavior support program on improving disruptive behavior and increasing positive behavior in the class. Except for the results of the research, it also illustrated the development and execution of the program. To sum up the quantitative and qualitative analysis,the following conclusions can be drawn from the research. 1.The development and the implementation of classroom-based positive behavior support program on improving disruptive behavior in the class (1)Prior to developing the program, collecting the data by informant methods and direct observation, and then conducting functional assessment and evaluating environmental limitations and collaborative support and lastly drafting the initial plan. (2)According to functional assessment, the classroom-based positive behavior support program has been made, including " antecedent control strategies " to prevent from disruptive behavior, "teaching alternative skills" to instruct positive behavior," consequence interventions " to reinforce positive behavior and to extinct disruptive behavior, "ecological procedures" to create positive and pleasant atmosphere in the class and "other subject setting factors" to control student’s serious emotional behavior. (3)During the implementation, observing and recording the disruptive and positive behavior of students with cooperative researchers in class and other situations; moreover, reflecting and discussing by different teaching difficulties. Finally, to resolve the difficulties practically by repeated adjustment and prosecution when overgeneralization and overdose occurred. 2. The implementation and the effectiveness of classroom-based positive behavior support program (1)After the program being implemented, the disruptive behavior of the students had been reduced significantly in class; however, there was still a minority of students with little improvements. (2)After the program being implemented, the disruptive behavior of the majority of students had not been decreased significantly in other situations but there were still a few students with certain improvements. (3)After the program being implemented, the positive behavior of all students had been increased largely in class. (4)After the program being implemented the positive behavior of all students had not been raised dramatically in other situations; however, it can be found from a few students. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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