One of the core challenges faced by children with autism is repetitive motor behavior,which not only undermines their learning efficiency in the classroom but also makes it difficult for them to integrate smoothly int...One of the core challenges faced by children with autism is repetitive motor behavior,which not only undermines their learning efficiency in the classroom but also makes it difficult for them to integrate smoothly into inclusive educational settings,thereby hindering their social adaptation and overall development.This study adopted a single-case design focusing on a first-grade student with autism enrolled in a mainstream class at Xiangxue Primary School,Huangpu District,Guangzhou.Functional behavior assessment was conducted to systematically observe and analyze the student’s repetitive motor behaviors in class,on the basis of which an intervention plan was developed and implemented.The intervention incorporated antecedent control,replacement behavior training,and consequence management,supplemented by collaboration between school and family.The findings indicated that the frequency of repetitive motor behaviors decreased significantly after the intervention,while the student demonstrated improved classroom participation and peer interaction;these positive effects were maintained during the follow-up phase.The study suggests that in inclusive education settings,interventions guided by functional behavior assessment can effectively reduce problem behaviors in children with autism and enhance their classroom engagement and learning adaptability.展开更多
Functional behavior assessment(FBA)and behavioral intervention plans(BIPs)can be effective for students with attention deficit hyperactivity disorder(ADHD);however,teachers may face difficulties when implementing FBA pr...Functional behavior assessment(FBA)and behavioral intervention plans(BIPs)can be effective for students with attention deficit hyperactivity disorder(ADHD);however,teachers may face difficulties when implementing FBA procedures and,in turn,BIPs because of lack of time,insufficient training,and multiplicity of beliefs.Thus,it is important to identify the difficulties teachers may face and the obstacles that can deter them from implementing intervention plans.This is a worthwhile endeavor because nearly all classrooms will have students with behavioral problems who will benefit from specifically designed educational interventions.This study aimed to identify the difficulties in applying FBA and the barriers in implementing BIPs among Saudi teachers in specialized ADHD programs.Using the descriptive-analytical approach,a questionnaire targeting difficulties and barriers was admi-nistered to 209 public school teachers from specialized ADHD programs in Saudi Arabia.The results revealed that the difficulty level of applying FBA in ADHD programs was high.The level of barriers in implementing BIPs was moderate.Finally,the study indicated that barriers in implementing BIPs could be predicted by the difficulties of applying FBA.The results suggest the importance offinding better practices,restructuring the provision of ADHD programs,training teachers,improving assessment tool availability,and ensuring cooperation between school administrators and teachers.展开更多
文摘One of the core challenges faced by children with autism is repetitive motor behavior,which not only undermines their learning efficiency in the classroom but also makes it difficult for them to integrate smoothly into inclusive educational settings,thereby hindering their social adaptation and overall development.This study adopted a single-case design focusing on a first-grade student with autism enrolled in a mainstream class at Xiangxue Primary School,Huangpu District,Guangzhou.Functional behavior assessment was conducted to systematically observe and analyze the student’s repetitive motor behaviors in class,on the basis of which an intervention plan was developed and implemented.The intervention incorporated antecedent control,replacement behavior training,and consequence management,supplemented by collaboration between school and family.The findings indicated that the frequency of repetitive motor behaviors decreased significantly after the intervention,while the student demonstrated improved classroom participation and peer interaction;these positive effects were maintained during the follow-up phase.The study suggests that in inclusive education settings,interventions guided by functional behavior assessment can effectively reduce problem behaviors in children with autism and enhance their classroom engagement and learning adaptability.
基金The author extends his appreciation to the Deanship of Scientific Research at King Saud University for supporting this research work.
文摘Functional behavior assessment(FBA)and behavioral intervention plans(BIPs)can be effective for students with attention deficit hyperactivity disorder(ADHD);however,teachers may face difficulties when implementing FBA procedures and,in turn,BIPs because of lack of time,insufficient training,and multiplicity of beliefs.Thus,it is important to identify the difficulties teachers may face and the obstacles that can deter them from implementing intervention plans.This is a worthwhile endeavor because nearly all classrooms will have students with behavioral problems who will benefit from specifically designed educational interventions.This study aimed to identify the difficulties in applying FBA and the barriers in implementing BIPs among Saudi teachers in specialized ADHD programs.Using the descriptive-analytical approach,a questionnaire targeting difficulties and barriers was admi-nistered to 209 public school teachers from specialized ADHD programs in Saudi Arabia.The results revealed that the difficulty level of applying FBA in ADHD programs was high.The level of barriers in implementing BIPs was moderate.Finally,the study indicated that barriers in implementing BIPs could be predicted by the difficulties of applying FBA.The results suggest the importance offinding better practices,restructuring the provision of ADHD programs,training teachers,improving assessment tool availability,and ensuring cooperation between school administrators and teachers.
