書誌事項
- タイトル別名
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- Physical Arrangements and Staff Implementation of Function-Based Interventions in School and Community Settings
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The present study examined effects of changes in physical arrangements on staff implementation of function-based interventions. An adolescent with autism who frequently bit his hands, 5 school teachers, and 5 community support center staff participated. First, a functional assessment revealed that in the school task setting, the student's hand biting might have an escape function, whereas it appeared to have attention-getting or sensory stimulation functions in free-time settings at the school and community support center. A multiple baseline design across 3 settings was used. In baseline, occurrences of the student's hand biting and staff implementation were observed. During the function-based intervention (FI), staff in each setting were asked to implement function-based interventions. In the function-based intervention with physical arrangements (FIP) condition, the physical environment was re-arranged to encourage the student's desired behavior in the function-based intervention. The results showed that in all 3 settings, the student's hand biting decreased more during the function-based intervention with physical arrangements than during the function-based intervention alone. Also, staff implementation increased more during the former than during the latter. The results were discussed in terms of a proactive strategy for promoting staff implementation of function-based interventions.
収録刊行物
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- 特殊教育学研究
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特殊教育学研究 46 (6), 435-446, 2009
一般社団法人 日本特殊教育学会
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詳細情報 詳細情報について
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- CRID
- 1390282679632956544
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- NII論文ID
- 110007329094
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- NII書誌ID
- AN00172513
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- ISSN
- 21865132
- 03873374
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- HANDLE
- 20.500.12099/34543
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- NDL書誌ID
- 10204866
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- 本文言語コード
- en
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- データソース種別
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- JaLC
- IRDB
- NDL
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