智力障碍学生青春期不当性行为干预的个案研究毕业论文

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1、成都大学学士学位论文智力障碍学生青春期不当性行为干预的个案研究摘要：已有研究表明，智力障碍学生进入青春期，会表现出这个阶段特有的各种各样的青春期问题行为，该类不良行为严重影响了他们的身心健康发展和学校、社会适应，也给家长与教师带来极大的担忧与挑战。本研究通过对一名中度智力障碍学生的青春期不当性行为进行行为的功能性评估，采取积极行为支持策略进行干预，探索对智力障碍学生青春期不良行为矫正的可行性措施，为特殊教育教师的教学和课堂管理提供参考，为学生家长处理孩子的青春期问题行为提供建议。关键词：智力障碍；青春期;不当

2、性行为；功能性行为评估（ＦＢＡ）；积极行为支持法（ＰＢＳ）ACaseStudyOnAdolescentUnsuitableSexualBehaviorInterventionForAStudentWithMentalRetardationAbstract:Studieshaveshownthatstudentswithmentalretardationtoenterpuberty,willexhibitavarietyofadolescentproblembehaviorsuniquetothisstage,

3、suchundesiredbehaviorsnotonlyseriouslyaffecttheirdevelopmentofphysicalandmentalhealthandsocialadaptation,butalsobringchallengesgreatlytotheparentsandteachers.Throughthestudyofincompetentsexualactions,basedonthefunctionalassessmentofbehaviorandpositivebehavi

4、orsupportstrategiesforintervention,explorefeasiblemeasurestoastudentwithmoderateintellectualdisabilities.Toprovideareferenceforspecialeducationteachersonadolescentbehaviormodificationandclassroommanagement,offertreatmentrecommendationsforthechild'sparent.Ke

5、ywords:mentalretardation;adolescentunsuitablesexualbehavior;FunctionalBehaviorAssessment(FBA);PositiveBehaviorSupport(PBS)IV成都大学学士学位论文目录一、研究背景·································································1二、文献综述···········································

6、······················1（一）概念界定···························································11.智力障碍（Mentalretardation）······································12.青春期不良行为·····················································13.ABC记录法································

7、··························24.行为功能性评估（FunctionalBehaviorAssessment，FBA）···············25.积极行为支持（PositiveBehaviorSupport，PBS）······················2（二）国内外研究现状·····················································21.研究内容·········································

8、··················2（1）对台湾及国外智力障碍学生青春期（性）教育的介绍················2（2）对智力障碍学生青春期问题行为的教育与干预······················32.研究方法··························································4三、研究设计······················