亞斯伯格資優生過度激動特質之正向行為支持：縱貫性個案研究

Positive Behavior Support for Overexcitabilities in a Gifted Student With Asperger’s Syndrome: A Longitudinal Case Study

本研究採縱貫性個案研究，旨在了解一名亞斯伯格資優生在國小與國中階段的過度激動特質（Overexcitability, OE）之差異，以及正向行為支持對改善OE之策略與實施成效。研究工具包括行為功能評量表及目標公約，採ABC步驟依序實施，即先評估行為出現前之情況（Antecedent, A）、具體的問題行為為何（Behavior, B）以及行為出現後所產生之結果（Consequence, C），再選擇介入策略。本研究發現可供教學實務與未來研究參考。

This study employed a longitudinal case study method to examine differences in overexcitability (OE) of a gifted student with Asperger’s Syndrome during elementary and junior high school, as well as to evaluate the strategies and effectiveness of positive behavioral support in ameliorating these OE. The research utilized functional behavioral assessment (FBA) and targeted interventions as instruments. The implementation process involved using the ABC model to evaluate behavior, focusing on the antecedent (A)– the situation preceding the behavior, the behavior itself (B)– the specific problematic action, and the consequence (C)– the outcomes following the behavior. Intervention strategies were then selected based on this evaluation. Recommendations for teaching practices and future research are also provided.