针对有问题行为学生的干预措施：面向日本教师的应用行为分析研讨会
Interventions for Students with Problem Behaviors: A Workshop Incorporating Applied Behavior Analysis for Japanese Teachers.
作者信息
Inoue Masahiko, Kishimoto Tomohiro, Fukuzaki Toshiki
机构信息
Department of Clinical Psychology, Graduate School of Medical Sciences, Tottori University, Yonago 683-8503, Japan.
Seiwadai Elementary School, Kobe 651-1121, Japan.
出版信息
Yonago Acta Med. 2021 Jan 25;64(1):98-106. doi: 10.33160/yam.2021.02.013. eCollection 2021 Feb.
BACKGROUND
We conducted a workshop-style program based on applied behavior analysis (ABA) for Japanese teachers in charge of children with developmental disabilities who had behavioral problems. Additionally, we investigated whether making and implementing behavioral intervention plans (BIPs) for participants, improved students' behavioral problems, and the mental health of participants.
METHODS
The participants were 18 Japanese elementary and kindergarten teachers in charge of students with behavioral problems. The workshop comprised eight two-hour sessions of lectures and group discussions related to ABA. Achievement level was evaluated for the development and implementation of the BIP and improvement of behavioral problems. In addition, we analyzed changes in the 30-item General Health Questionnaire (GHQ-30) scores pre- and post-workshop to assess participants' mental health. Fifteen teachers who participated in more than half of the sessions were analyzed.
RESULTS
All 15 teachers analyzed were able to perform appropriate functional behavioral assessment (FBA) and make a BIP, and 12 showed improvement in the targeted problem behaviors. Many target behaviors had avoidance functions and many antecedent strategies were behavior contracts. Adaptive behaviors incompatible with problem behaviors were selected as alternative behaviors to problem behaviors. Also, there was no aversive control over the outcome strategy. The average score for "social activity disorder" and "anxiety / caprice" in GHQ30 showed a statistically significant improvement in pre- and post-workshop.
CONCLUSION
It was found that appropriate FAB and BIP could be created using "the strategy sheet," in workshops based on the ABA. It was also suggested that the workshop program may in turn improve teachers' mental health. Further study is needed on the effectiveness of the workshop program using intergroup comparison designs for more subjects.
背景
我们为负责有行为问题的发育障碍儿童的日本教师开展了一个基于应用行为分析（ABA）的工作坊式项目。此外，我们调查了为参与者制定和实施行为干预计划（BIP）是否能改善学生的行为问题以及参与者的心理健康状况。
方法
参与者为18名负责有行为问题学生的日本小学和幼儿园教师。该工作坊包括八节两小时的与ABA相关的讲座和小组讨论。对BIP的制定和实施以及行为问题的改善情况进行成就水平评估。此外，我们分析了工作坊前后30项一般健康问卷（GHQ - 30）得分的变化，以评估参与者的心理健康状况。对参加了超过半数课程的15名教师进行了分析。
结果
所有15名被分析的教师都能够进行适当的功能行为评估（FBA）并制定BIP，其中12名教师的目标问题行为有所改善。许多目标行为具有回避功能，许多先行策略是行为契约。与问题行为不相容的适应性行为被选为问题行为的替代行为。此外，对结果策略没有厌恶控制。GHQ30中“社交活动障碍”和“焦虑/任性”的平均得分在工作坊前后有统计学上的显著改善。
结论
发现在基于ABA的工作坊中使用“策略表”可以创建适当的FAB和BIP。还表明该工作坊项目可能反过来改善教师的心理健康。需要进一步研究使用组间比较设计对更多受试者进行工作坊项目的有效性。
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