小靜，一個在我教學生涯中，帶給我許多震撼的女孩，激起我對於具有干擾行為的特殊兒童之師生互動歷程的興趣，而透過文獻的閱讀，越是引領我進一步探討這條隱晦不明卻又充滿驚奇的互動之路。
我觀察了四位因干擾行為而被特教老師轉介出來的特殊學生，並獲得同意進入其所處的普通班教室進行觀察。由於學生在不同科目、不同教師的課堂中，可能有不同的行為表現，我將我的研究現場拓展至與觀察學生有關的其他課堂，因此，觀察對象總共有十對師生。除此之外，我也藉由訪談和相關文件的資料蒐集方式，經過反覆不斷的資料分析，得到以下幾個結果：
1. 特殊兒童的干擾行為可以分為兩個主軸：「一般干擾行為」和「因學習要求而引起的干擾行為」。這兩者有著共同的師生互動歷程發展，分為六個階段：「導火線」、「因應」、「加溫或降溫」、「爆發前兆」、「爆發」、「爆發後的反應」。由於六個階段間不同的變化，總共在此研究中產生十三種的師生互動類型，反應出不同的師生互動形式。
2. 四個與具有干擾行為的特殊學生之師生互動歷程發展有關的可能因素為：教師對於干擾行為的態度、教師使用的策略數量與形式、教師在互動過程中對於干擾行為的假設、教師對於互動策略的評估等。
3. 研究也發現，普通班中的環境因素是產生不同師生互動類型的重要關鍵之一，但其中一些細微的環境因素可能隨著教師有效的行為管理而顯得不再那麼重要。
一路走來，當我對具有干擾行為之特殊兒童的師生互動歷程開始有了較清楚的瞭解後，我越是明白，互動的歷程雖是複雜的，但是只要我們能夠始終意識到自己的行動而行動，並彈性應變，困難始終會克服的。

Since the girl, I taught, Little J. brought me many scaring experience in my class, the process of the interaction between teacher and disruptive students interested to me. The more I read, I found the way lead me to explore this amazing process of the interaction. I got the permission to get into four inclusive classes. Four students were referred with disruptive behavioral problem by special education teachers. Because students behaved differently in some subject classes, I extended my observation fileds. Therefore, ten pairs of teachers and students were observed in total. In addition to it, I interviewed them and checked the document to come to my results of the process of the interaction：
1. Two kinds of disruptive behavior were concluded to classify the disruptive behavior of students with disability in the inclusive class：”the disruptive behavior without academic demanding” and “the disruptive behavior preceding academic demanding.” The interaction proceeding with both of them, was found to be composed with six-stage process: ”trigger,” ”action,” ” speed up or slower, ” ”precursor of burst”、”burst” and “after burst”. Due to the different development during the six-stage process, the thirteen types of teacher-student interaction were concluded to describe all the participants in the study.
2. Four factors about teachers were considered as important to understand these different types of interaction process between teachers and disruptive students: The attitude toward the disruptive behavior teachers hold, the number and variety of strategies teachers acted, the hypothesis teachers made during their interaction in the class, and the evaluation of results of the strategies teacher made.
3. The environmental factors of inclusive class were found crucial to distinguished with different types of interaction. However, some minor environmental flaw might become insignificant because of teachers’ effective management.
The clearer I understand the process of the interaction between teachers and disruptive students, the more I realized the development of the process is complex, but it can be conquered when I or teachers are aware of, active, and flexible all the way.

中文書目
王昭正、朱端淵譯（民88）。參與觀察法。台北市，弘智。
江佩真（民84）。青少年自殺企圖的影響因素及發展脈絡之分析研究。台灣師範大學教育與心理輔導研究所碩士論文，未出版，台北市。
江淑萍（民85）。國小一年級級任老師處理教學活動中非主題事件之研究。國立台北師範學院國民教育研究所碩士論文，未出版，台北市。
車文博（民90）。人本主義心理學。台北，東華。
何春珠（民82）。教學態度與師生互動。台南師範學院初等教育研究所碩士論文，未出版，台南。
邱上真（民90）：普通班教師對特殊需求之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。
邱玉婷（民90）：國小一年級學生課堂非任務行為之個案研究。臺北市立師範學院國民教育研究所碩士論文，未出版，台北市。
吳芝儀、李奉儒譯（民84）。質的評鑑與研究。台北市，桂冠。
吳麗雲（民89）。衝突情境中的師生互動。新竹師範學院幼兒教育研究所碩士論文，未出版。新竹。
林生傳（民74）。教育社會學（二版）。高雄市，復文。
林琴芳（民89）。師生口語溝通之分析。台北市立師範學院國民教育研究所碩士論文，未出版，台北市。
孫敏芝（民74）。教師期望與師生交互作用：一個國小教室的觀察。台灣師範大學教育研究所碩士論文，未出版。台北。
洪儷瑜（民87）。ADHD學生的教育與輔導。台北市，心理。
高敬文（民91）。質化研究方法論。台北市：師大書苑。
高熏芳、林盈助、與王向葵譯（民90）：質化研究設計：一種互動取向的方法。台北市，心理。
陳奎熹（民79）。學生次級文化研究。國立師範大學教育研究所論文集刊，32，51-76。
陳錦織（民90）。干擾性學生在教室內之學生互動分析。台灣師範大學特殊教育系碩士論文，未出版，台北市。
許惠子（民82）。教學態度與師生互動-國小四年級：一個班級個案研究。台中師範學院初等教育研究所碩士論文，未出版。台中。
黃正傑（民66）。團體歷程理論及其在教學上的應用。台灣師範大學教育研究所碩士論文，未出版，台北。
黃光雄主譯（民90）：質性教育：理論與方法。嘉義市，濤石。
黃瑞琴（民80）：質的教育研究方法（二版）。台北市，心理。
曾素秋（民85）。國中啟智班師生互動之觀察研究。國立高雄師範大學教育學類研究所碩士論文，未出版，高雄市。
鈕文英（民90）。身心障礙者行為問題處理：正向行為支持取向。台北，心理。
潘志煌（民85）。師生教學互動中的性別差異--國小班級多重個案研究。國立新竹師範學院國民教育研究所碩士論文，未出版，新竹市。
蔡敏玲（民88）。1988到1999年幼兒教育教室互動相關研究之回顧。國科會編，開創幼教新紀元學術研討會。台北市，編者。
蔡敏玲（民90）。尋找教室團體互動的節奏與變奏。台北市，桂冠。
盧安琪（民89）：過動兒教師壓力知覺與因應策略之探討。東吳大學社會工作研究所碩士論文，未出版，台北市。
賴美蓉（民89）：教師講述故事時的師生言談互動—以幼稚園班級為例。國立新竹師範學院幼兒教育研究所碩士論文，未出版，新竹市。
謝怡珮（民88）：國小一年級同儕衝突歷程研究: 一種述說分析。台北市立師範學院國民教育研究所碩士論文，未出版，台北市。
簡春安、鄒平儀（民87）。社會工作研究法。台北市，巨流。
英文書目
Beyda, S. D., Zentall, S. S., & Ferko, D. J. K.(2002). The relationship between teach er practices and the task-appropriate and social behavior of students with behavioral disorders. Behavior Disorders, 27, 236-255.
Brady, M. P., Taylor, R. D. & Freiberg(1992). Teacher interactions in mainstream social studies and science classes. Exceptional Children,58, 530-540.
Callahan, C. J.(1998). Crisis intervention model for teachers. Journal of Instructional Psychology, 25, 226-235.
Dunlap, G., Dunlap, L. K., Clarke, S., & Robbins, F. R.(1991). Functioal assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24, 387-397.
Farmer, T. W., Farmer, E. M. Z., & Gut, D. M.(1999). Implications of social development research for school-based interventions for aggressive youth with EBD. Journal of Emotional and Behavioral Disorders,7, 130-136.
Hartman, R. & Stage, S. A.(2000). The relationship between social information processing and in-school suspension for student with behavior disorders. Behavior Disorders, 25, 183-195.
Jackson, J. T., Owens, J. L.(1999).A stress management classroom tool for teachers of children with BD. Intervention in School and Clinic,35,74-78.
Kauffman, J. M. & Wong. K. L. H.(1991).Effective teachers of students with behavioral disorders : Are generic teaching skills enough? Behavioral Disorders, 16, 225-237.
Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth. 7th ed., Columbus, OH：Merrill.
Kontos, S., Moore, D. & Giorgetti, K.(1998). The ecology of inclusion. TECSE, 18, 38-48.
Lago-Delello, E. (1998). Classroom dynamics and the development of serious emotional disturbance. Exception Children, 64, 479-492.
Lerner, J. W.(2000).Learning disabilities：Theories, diagnosis and teaching strategies. Boston：Houghton Mifflin.
Lloyd, J.W. & Kauffman, J.M. (1995). What less restrictive placements require of teachers. In J.M. Kauffman, J.W. Lloyd, D.P. Hallahan & T.A. Astuto (Eds.), Issues in educational placement: Students with emotional and behavioral disorders (pp. 317-334). Hillsdale, NJ: Lawrence Erlbuam.
McWilliam, R. A., de Kruif, R. E. & Zulli, R. A.(2002). The observed construction of teaching：four contexts. Journal of Research in Children Education, 16, 148-161.
Montague, M. & Rinaldi, C.(2001). Classroom dynamics and children at risk：a followup. Learning Disability Quarterly, 24, 75-82.
Myles, B. S.& Simpson, R. L.(1998).Aggression and violence by school-age children and youth：Understanding the aggression cycle and prevention/intervention strategies. Intervention in School and Clinic,33,259-264.
Nelson, J. R. & Roberts, M. L.(2000). Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27-37.
Safran, S. P. & Safran, J. S. (1987). Teachers’ judgments of problem behaviors. Exception Children, 54, 240-244.
Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H.(1993). Classroom interactions of children with behavior disorders. Journal of Emotional Behavioral Disorders, 1, 27-39.
Shores, R. E., & Wehby, J. H.(1999). Analyzing the classroom social behavioral of student s with EBD. Journal of Emotional and Behavioral Disorders, 7, 194-203.
Thompson, R. H., Vitale, P. A., & Jewett, J. P.(1984). Teacher-student interaction patterns in mainstreamed classrooms. RASE, 5, 51-61.
Walker, H. M., Colvin, G.& Ramesy E. (1994).Antisocial behavior in school Strategies and best practices. Pacific Grove, CA：Brooks/Cole.
Wehby, J. H., Dodge, K. A., Valente, E., Jr., & The Conduct Disorders Prevention Research Group.(1993). School behavior of first grade children identified as at-risk for development of conduct problem. Behavior Disorders, 19, 67-78.
Wehby, J. H., Symons, F. J., & Canale, J. A.(1998). Teacher practices in classroom for student with emotional and behavioral disorders：discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
Wehby, J. H., Symons, F. J., & Shores, R. E.(1995). A descriptive analysis of aggressive behavior in classroom for children with emotional and behavior disorders. Behavior Disorders,20, 87-105.
Wicks-Nelson, R. & isreal, A. C. (2000). Behavioral disorders of childhood. 4th ed. Upper Saddler River, NJ：Prentice Hall