Case Study Of Functional Behavior Assessment And Intervention On Classroom Out-of Seat Behavior Of Intellectual Disabilities Children In Ordinary Primary School

Inclusive education has gradually become the trend of development of exceptional education since the early 1990 s.More and more intellectual disabilities children are placed in regular school.Hong Liyu(2006)points out that the behavior problems are the biggest obstacle for intellectual disabilities children not to be accepted by general education,far beyond the obstacles themselves.Therefore,it is imperative to solve the behavior problems of intellectual disabilities children.However,the previous simple take measures of exclusion,punishment,fading and other behavioral problems processing strategies tend to produce a series of negative effects.At the same time,a large number of studies have shown that functional behavior assessment can not only effectively reduce the problem behavior,but also to promote the generation of positive behavior.The purpose of this study is to explore the function of classroom out-of seat behavior of intellectual disabilities children,and to explore the effectiveness of improving the classroom out-of seat behavior for intellectual disabilities children in ordinary primary school which intervention strategies based on the result of functional behavior assessment.The researcher selects three intellectual disabilities children who are enrolled in ordinary primary school,using three ways of indirect assessment,direct observation,and functional analysis manipulations to assessment the functional of classroom out-of seat behavior,and formulate appropriate intervention strategies from antecedent strategies,the consequences strategies,behavior training,and the environment improvement strategies and so on based on the results of the functional behavioral assessment.At the same time,using the multiple baseline across-cases design to know the influence of intervention strategies based on the results of functional behavioral assessment on classroom out-of seat behavior,thus the following research conclusions were drawn:1.Functional behavior assessment can more accurately determine the function of classroom out-of seat behavior for intellectual disabilities children;2.Functional behavior assessment and intervention can effectively reduce the classroom out-of seat behavior of intellectual disabilities children in ordinary primary school;3.Functional behavior assessment and intervention have good social validity.