本研究的主要目的在了解功能評量能否確定嚴重不當行為之功能﹑功能分析結果能否有助於設計行為支持計畫以及根據功能分析結果所設計之行為支持計畫對嚴重不當行為之成效,以探討運用功能評量於國中普通教育環境之嚴重不當行為學生之可行性與有效性,以供特教教師未來運用功能評量介入不當行為之參考。
本研究採個案研究,以一名嚴重反抗性行為之北縣國中生, SD ,為研究對象。SD智力正常,長期出現嚴重不當行為,學校嘗試記過﹑處罰﹑帶回家管教﹑個別談話﹑忽略SD行為等方式,SD問題仍依舊而導致教師及同儕排斥SD。
研究者利用觀察﹑訪談﹑檔案資料收集反抗性行為及服從行為的資料,做成行為的功能假設,因教師無法配合實驗操弄而改以評量方式確認。研究者依功能分析結果設計行為支持計畫,利用行為支持計畫之成效驗證反抗性行為功能假設之正確性。SD行為支持計畫包括三個部份,提供教室協助之課堂內介入方案,同儕協助之同儕教導方案,與提供導師之行為諮詢。
行為支持計畫實施後,SD反抗性行為由66%降低至9%, SD反抗性行為次數減少,且教師表示比較容易要求SD, SD參與考試的適當行為增加。而在行為支持計畫結束後四個月追蹤,發現實驗效果仍然持續。本研究結果證實本研究對SD反抗性行為功能之假設正確。另外,也證實功能評量運用於國中確認行為功能之可行性,功能分析結果對設計行為支持計畫之有效性,以及行為支持計畫對SD行為之有效性。
本研究根據上述結果對未來實務運用與研究提出幾點建議。

The main purpose of this study was to investigate the effects of functional assessment of a 7th-graded student with severe challenging behaviors.
SD, the first year in a junior high school in Taipei County. He was found to have normal intelligence, but to display challenging behaviors with high frequencies over 6 months. His behavioral problem resulted in peer rejection and teacher neglect. Although many efforts through corporal punishment, reprimands, individual counselling, and teacher neglect, to reduce his severe behavoirs, but his problem remained the same and even became worse. The most worst situation was he refused to showed up counselling sessions.
With the recent emphasis on including students with disabilities in general education settings, a single case study was to investigate the implication of functional assessment to SD’s behavior problems.
The results of functional analysis indicate SD’s defiant behaviors are to avoid difficult demands or seek help he needs to accomplish demands. Based on this results, the subsequent behavior support intervention, including the classroom intervention program, the peer tutor program, and the behavioral counsultation, was implemented for his behaviors.
The function assessment was effective in identifying the function of the defiant behavior, function analysis results were feasilible to the following behavior support intervention which was effective to reduce SD’s defiant behavior and increase his appropriate behaviors. The positive results were maintained throught 4 months after the beahvior support intervention was terminated, and SD’s overall behavior performance satisfied his school teachers.
Implicatoins for practice and further research are recommended on the basis of the finding of this study.

參 考 文 獻
一﹑中文部分
王芳琪(民87): 以溝通為基礎的行為處理策略對極重度智能障礙學生不尋常說話行為之效果研究。國立高雄師範大學特殊教育研究所碩士論文,未出版。
朱文雄(民80):教室不當行為管理方法—從鉅觀到微觀。國教天地﹐90期﹐9-16頁。
杜正治(民83): 單一受試研究法。台北, 心理。
施顯烇（民84）：嚴重行為問題的處理。台北﹐國立編譯館。
洪儷瑜(民81): 「非嫌惡行為處置」對智障者問題行為處理之運用。特殊教育季刊﹐45期﹐9-14頁。
洪儷瑜(民82a): 美國特殊教育與普通教育統合的趨勢—兼談「以普通教育為首」。中央研究院歐美研究所印行。
洪儷瑜(民82b): 性格及行為異常兒童的輔導。諮商與輔導, 96期, 34-39頁。
洪儷瑜(民84a): 學習障礙者教育。台北市:心理。
洪儷瑜(民84b): 問題行為的處置主要理論。未出版。
洪儷瑜﹑陳美芳(民86): 國語文低成就學生在閱讀歷程的視知覺與聽覺理解能力之研究(二)。國科會專案研究報告(編號: NSC86-2413-H-003-013-F5)。
張正芬(民86): 自閉症兒童的行為輔導—功能性評量的應用。特殊教育季刊﹐65期﹐1-7頁。
張蓓莉主編(民80): 國民中學資源班實施手冊。國立台灣師範大學特教中心印行。
張蓓莉(民87): 資源教室方案應提供的支援服務。特殊教育季刊, 67期, 1-5頁。
張德聰(民81): 打開心中千千結:教師工作生涯壓力的調適。教師天地﹐57期﹐40-48頁。
教育部(民87): 特殊教育法暨特殊教育法施行細則。教育部印行。
許文生(民83): 青少年法律實用案例。台北﹐永然文化。
郭為藩(民79): 特殊兒童心理與教育。台北,文景。
陳榮華(民75): 行為改變技術。台北﹐五南。
陳質采(民82): 愛之深﹐一定要責之切嗎? 學前教育﹐16卷3期﹐34-35頁。
曾永福(民85):體罰問題雜談。教育家﹐3卷21期﹐21-24頁。
黃文蔚(民85): 社會能力訓練對國小攻擊傾向學生教學效果之實驗研究。國立台灣師範大學特殊教育研究所碩士論文﹐未出版。
黃玉珠(民84): 注意力缺陷及過動學生輔導個案報告(二)。載於施顯烇﹑洪儷瑜等著(民84):行為問題及過動兒童輔導個案實例彙編。台北市立師範學院特殊教育中心印行。
鄭惠霙(民86): 國小六年級注意力缺陷及過動症學童社會技能及其教學訓練效果之研究。國立臺灣師範大學特殊教育所碩士論文,未出版。
鄔佩麗(民86): 青少年心理發展與適應之整合性研究—教師與學生家長之合作關係與諮詢角色之研究。國科會專案研究期中報告(編號: NSC86-2413-H-003-007-G10)。
監察院(民85): 趙委員榮耀黃委員肇珩為台北市成淵國民中學前校長陳添丁等四人平日疏於注意學生偏差行為訓輔工作未落實生活教育及道德教育嚴重缺失以致引發該校二年八班學生多次集體性騷擾事件造成學校聲譽嚴重傷害顯有違失依法彈劾案。監察院公報﹐2052期﹐1042-1046頁。
劉焜輝﹑林振春(民73): 台北市國民中學教師學校壓力狀況調查研究。師大學生輔導中心印行。
蔡先口(民74): 國民中學教師工作壓力和專業態度的關係及其相關因素之研究。國立台灣師範大學教育心理研究所碩士論文﹐未出版。
Goldstein, A. P. (民84): New direction in aggression reduction. 載於青少年問題行為輔導工作坊—學生校園攻擊行為之輔導策略研討。國立台灣師範大學教育心理與輔導系所﹑財團法人中國青少年輔導基金會﹑救國團張老師主辦。

二﹑英文部分
Alberto, P. A. & Troutman, A. C. (1990). Applied behavior analysis for teachers(3rd ed.). Columbus, OH: Merrill.
Alper, K. A., Schloss, P. J., & Schloss, C. N. (1994). Families of students with disabilities: Consultation and advocacy. Boston, MA: Allyn & Bacon.
Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91-97.
Cameron, R. J. (1998). School discipline in the United Kingdom: Promoting classroom behavior which encourages effective teaching and learning. School Psychology Review, 27(1), 33-44.
Carr, E. G., & Carlson, J. I. (1993). Reduction of severe behavior problems in the community using a multicomponent treatment approach. Journal of Applied Behavior Analysis, 26, 157-172.
Carr, E. G., Robinson, S., Palumbo, L. W. (1990). The wrong issue: Aversive versus nonaversive treatment. The right issue: Functional versus nonfunctional treatment. In A. C. Repp & N. N. Singh(Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, IL: Sycamore Publishing Co.
Cooper, L. & Harding, J. (1993). Extending functional analysis procedures to outpatient and classroom settings for children with mild disabilities. In J. Reichle & D. P. Wacker (Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp.41-62). Baltimore: Paul H. Brookes.
Cooper, L., Wacker, D., Sasso, G., Reimers, T., & Donn, L. (1990). Using parents as therapists to evaluate appropriate behavior of their children: Application to a tertiary diagnostic clinic. Journal of Applied Behavior Analysis, 23, 285-296.
Day, H. M., Horner, R. H., & O’Neill, R. E. (1994). Multiple functions of problem behaviors: Assessment and intervention. Journal of Applied Behavior Analysis, 27, 279-289.
Derby, K. M., Wacker, D. P., Sasso, G., Steege, M., Northup, J., Cigrand, K., & Asmus, J. (1992). Brief functional assessment techniques to evaluate aberrant behavior in an outpatient setting: A summary of 79 cases. Journal of Applied Behavior Analysis, 25, 713-721.
Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problem. Journal of Applied Behavior Analysis, 24, 387-397.
Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K. E., White, R., & Falk, G.D. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18(4), 275-291.
Dunlap, G., DePerczel, M., Clarke, S., Wilson, D., Wright, S., White, R., & Gomez, A. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505-518.
DuPaul, G. J., McGoey, K. E., & Yogar, J. M. (1997). Mainstreaming students with behavior disorders: The use of classroom peers as facilitators of generalization. School Psychology Review, 26(4), 634-650.
Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging beahvior: Maintenance and application in new settings. Journal of Applied Behavior Analysis, 24, 251-264.
Durrer, B. & McLaughlin, T. F. (1995). The use of peer tutoring interventions involving students with behaviour disorders. B. C. Journal of Special Education, 19(1), 20-27.
Ervin, R. A., DuPaul, G. J., Kern, L., & Friman, P. C. (1998). Classroom-based functional and adjunctive assessments: Proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorders. Journal of Applied Behavior Analysis, 31, 65-78.
Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop effective, individualized interventions for challenging behaviors. Teaching Exceptional Children, 25(3), 44-50.
Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504.
Fowler, R. C. & Schnacker, L. E. (1994). The changing character of behavioral assessment and treatment: An historical introduction and review of functional analysis research. Diagnostique, 19(2-3), 79-102.
Fuchs, D., Fuchs, L. S., Fernstrom, P., & Hohn, M. (1991). Toward a responsible reintegration of behaviorally disordered students. Behavioral Disorders, 16 (2), 133-147.
Gable, R. A. (1996). A critical analysis of functional assessment: Issues for researchers and practitioners. Behavioral Disorders, 22(1), 36-40.
Graden, J. L. (1989). Redefining “prereferral“ intervention as intervention assisstance: Collaboration between general and special education. Exceptional Children, 56(3), 227-231.
Gutkin, T. B. (1996). Core elements of consultation service delivery for special service personnel—Rationale, pratice, and some directions for the future. Remedial and Special Education, 17(6), 333-340.
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27, 197-209.
Iwata, B. A., Vollmer, R. S., & Zarcone, J. R. (1990). The experimental (functional) analysis of behavior disorders: Methodology, applications, and limitations. In A. C. Repp & N. N. Singh(Eds.), Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Sycamore, IL: Sycamore Publishing Co.
Iwata, B. A., Vollmer, T. R., Zarcone, J. R., & Rodgers, T. A. (1993). Treatment classification and selection based on behavioral function. In R. V. Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp.101-125). New York: Plenum.
Johns, B. (1997). Key discipline provisions of the Individuals with Disabilities Education Act Amendments of 1997. Council for Children with Behavioral Disorders , 11(1), 1,8.
Jordan, A., Lindsay, L., & Stanovich, P. J. (1997). Classroom teachers’ instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18(2), 82-93.
Kamps, D. M. & Tankersley, M. (1996). Prevention of behavioral and conduct disorders: Trends and research issues. Behavioral Disorders, 22(1), 41-48.
Kauffman, J. M. (1993). Characteristics of emotional and behavioral disorders of children and youth (5th ed.). New York, NY: Merrill.
Kauffman, J. M. (1997). Characteristics of emotional and behavioral disorders of children and youth (6th ed.). New York, NY: Merrill.
Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falks, G. D. (1994). Using assessment-based intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.
Kern, L., Dunlap, G., Clarke, S., & Childs, K. E.(1994). Student-assisted functional assessment interview. Diagnostique, 19(2-3), 29-39.
Kratochwill, T. R. & Bergan, J. R. (1990). Behavioral consultation in applied settings: An individual guide. New York, NY: Plenum Press.
Kratochwill, T. R. & McGivern, J. E. (1996). Clinical diagnosis, behavioral assessment, and functional analysis: Examining the connection between assessment and intervention. School Psychology Review, 25(3), 342-355.
Lane, D. (1994). Supporting effective responses to challenging behaviour: From theory to practice. In P. Gray, A. Miller, & J. Noakes (Eds.), Challenging behaviour in schools: Teacher support, practical techniques and policy development (pp.5-25). London: Routledge.
Lawrence, J., Steed, D., & Young, P. (1984). Disruptive children: Disruptive schools? NSW: Croom Helm.
Lewis, T. J., & Sugai, G. (1994). Functional-based assessment of social behavior: Introduction and review. Diagnostique, 19(2-3), 1-4.
Luce, S. C., & Christian, W. P. (1981). How to reduce autistic and severely maladaptive behaviors. Austin, TX: Pro-ED.
Mace, F.C., Hock, M.L., Lalli, J.S., West, B.J., Belfiore, P., Pinter, E., & Brown, D.K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
Mace, F. C., Lalli, J. S., & Lalli, E. P. (1991). Functional analysis and treatment of aberrant behavior. Reseach in Developmental Disabilities, 12, 155-180.
Mace, F. C., Page, T. J., Ivancic, M. T., & O’Brien, S. (1986). Analysis of environmental determinants of aggression and disruption in mentally retarded children. Applied Research in Mental Retardation, 7, 203-221.
McConaughy, S. H. (1993). Advances in emperically based assessment of children’s behavioral and emotional problems. School Psychology Review, 22(2), 285-307.
Meyer, L. H. & Evans, I. M. (1989). Nonaversive intervention for behavior problems: A manual for home and community. Baltimore: Paul H. Brookes.
Miltenberger, R. G. (1997). Understanding problem behaviors through functional assessment. In Behavior modification: Principles and procedures (pp.285-312). Pacific Grove, CA: Brooks/Cole.
Nordy, J. M., Thurlow, M. L., Christenson, S. L., & Ysseldyke, J. E. (1990). The challenge of complex school problems. Austin, TX: PRO-ED.
Northup, J., Wacker, D., Sasso, G., Steege, M., Cigrand, K., Cook, J., & DeRaad, A. (1991). A brief functional analysis of aggressive and alternative behavior in an out-clinic setting. Journal of Applied Behavior Analysis, 24, 509-522.
Novak, G. D. (1996). Developmental psychology: Dynamical systems and behavior analysis. Reno: Context Press.
O’Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior. Pacific Grove, CA: Brooks/Cole.
Parelius, R. J., & Parelius, A. P. (1987). The sociology of education (2nd ed.). Englewood Cliffs, NY: Prentice Hall.
Paul, J. L., & Epanchin, B. C. (1991). Educating emotionally disturbed children and youth: Theories and practices for teachers (2nd ed.). Englewood Cliffs, NY: Merrill.
Powell, S., & Nelson, B. (1997). Effects of choosing academic assignment on a student with attention deficit hyperactivity disorder. Journal of Applied Behavior Analysis, 30, 181-183.
Pugach, M. C. & Johnson, L. J. (1989). Prereferral problems and challenges. Exceptional Children, 56(3), 217-226.
Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17(6), 341-354.
Smith, R. G., & Iwata, B. A. (1997). Antecedent influence on behavior disorders. Journal of Applied Behavior Analysis, 30, 343-375.
Sprague, J.R. & Horner, R.H. (1992). Covariation within functional response classes: Implications for treatment of severe problem behavior. Journal of Applied Behavior Analysis, 25, 735-745.
Stainback, W., Stainback, S., & Wilkinson, A. (1992). Encouraging peer supports and friendships. Teaching Exceptional Children, 24(2), 6-11.
Sturmey, P. (1996). Functional analysis in clinical psychology. Chichester, England: John Wiley & Sons.
Sugai, G. (1997, September). Overview of effective behavior support. Paper presented at the International Conference of Behavioral Disorders, Dallas, Texas.
Thomas, D. R., Becker, W. C., & Armstrong, M. (1968). Production and elimination of disruptive classroom behavior by systematically varying teacher’s behavior. Journal of Applied Behavior Analysis, 1, 34-45.
Tobin, T. (1994). Recent developments in functional assessment: Implications for school counselors and psychologists. Diagnostique, 19(2-3), 5-28.
Touchette, P.E., MacDonald, R.F., & Langer, S.N. (1985). A scatter plot for identifying stimulus control of problem behavior. Journal of Applied Behavior Analysis, 18, 343-351.
Umbreit, J. (1995a). Functional analysis of disruptive behavior in an inclusive classroom. Journal of Early Intervention, 20(1), 18-29.
Umbreit, J. (1995b). Functional assessment and intervention in a regular classroom setting for the disruptive beahvior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20(4), 267-278.
Umbreit, J. & Blair, K. S. (1997). Using structural analysis to facilitate treatment of aggression and noncompliance in a young child at-risk for behavioral disorders. Behavioral Disorders, 22(2), 75-86.
Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of students versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30, 299-312.
Wacker, D. P., Steege, M. W., Northup, J., Sasso, G., Berg, W., Reimers, T., Cooper, L., Cigrand, K., & Donn, L. (1990). A component analysis of functional communication training across three topographies of severe behavior problems. Journal of Applied Behavior Analysis, 23, 417-429.
Walker, H. M. & Walker, J. E. (1991). Coping with noncompliance in the classroom: A positive approach for teachers. Austin, TX: PRO-ED.
Wheeler, J. J. & Wheeler, W.R. (1995). Reducing challenging behaviour through the modification of instructional antecedents: A case study. B. C. Journal of Special Education, 19(2/3), 4-14.
Zarkowska, E. & Clements, J. (1994). Problem behaviour and people with severe learning disabilities: The S.T.A.R. approach (2nd ed.). London: Chapman & Hall.
Zins, J. E. & Ponti, C. R. (1996). The influence of direct training in problem solving on consultee problem clarification skills and attributions. Remedial and Special Education, 17(6), 370-378.