115 學年度第 1 學期特殊教育學系碩士班朱慧娟教師正向行為支持專題研究課程大綱

單一課程對應校能力指標程度 The Degree to Which Single Course Corresponds to School Competence
編號 No.	校核心能力 School Core Competencies	符合程度 Degree of conformity

單一課程對應系能力指標程度 The Degree to Which Single Course Corresponds to Department Competence
編號 No.	類別 Category	系核心能力 Department Core Competencies	符合程度 Degree of conformity
01	系所	能具備專業理論知識，深入瞭解各類特殊需求者特質及需求，並積極參與特殊教育及輔助科技相關活動，以培養適性揚才的理念與態度	0
02	系所	能有效利用適當的評量工具與方法，了解特殊需求者的現況能力與需求，訂定個別化教育、輔導、服務等相關計畫	0
03	系所	能因應特殊需求者個別需求，設計課程、教材（輔具）、教學活動及服務內容	0
04	系所	能有效統整教學理論、方法、輔助科技與輔導策略，並與其他相關專業人員合作，營造正向環境，以提昇特殊需求者學習潛能與生活品質	0
05	系所	能具有溝通協調能力，與家長、教師、行政及其他相關人員建立良好互動與合作關係	0
06	系所	能掌握特殊教育（輔助科技）的脈動與趨勢，瞭解相關的議題，提供適當的資訊，以促進特殊需求者之權益	0
07	系所	能具備特殊教育（輔助科技）研究的知能與興趣，探索相關問題，創新教學與應用方法，以解決教學及實務問題	0
08	系所	能具備外文閱讀能力，積極參與國內外相關學術活動及學術團體	0

單一課程對應院能力指標程度 The Degree to Which Single Course Corresponds to College Competence
編號 No.	院核心能力 College Core Competencies	符合程度 Degree of conformity

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

備註 Remarks

（一）主要讀本：
1.Chandler, L. K., & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings ( 4th ed.). NJ: Pearson.
2.Bambara, L. M., & Kern, L. (Eds.). (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed.). Guilford Publications.

（二）期刊文獻 :
1. Luh, H. J., Ni, H., Chen, C., & Feng, Y. (2025). Cultural adaptation of positive behavioral interventions and supports tier 1 in a Chinese elementary school. School Psychology, 40(2), 193.
2. Austin, S. C., Hammond, M. A., & Seeley, J. R. (2025). Positive Behavioral Interventions and Supports and Substance Misuse in Secondary Schools. Journal of Positive Behavior Interventions, 27(2), 67-81.
3. Johnson, K. A., Caldarella, P., Wills, H. P., Hansen, B. D., & Richards, E. J. (2025). Managing student behavior in middle school special education classrooms: A single-subject study of CW-FIT. Remedial and Special Education, 46(3), 205-218.
4. Johnstone, P. A., Caldarella, P., Sabey, C. V., & Wills, H. P. (2025). Improving behavior in a self-contained elementary classroom for students with emotional or behavioral disorders: A study of CW-FIT. Journal of Positive Behavior Interventions, 27(3), 158-169.
5. Walker, V. L., Conradi, L. A., Strickland-Cohen, M. K., & Johnson, H. N. (2023). School-wide positive behavioral interventions and supports and students with extensive support needs: A scoping review. International Journal of Developmental Disabilities, 69(1), 13-28.
6. Fox, R. A., Leif, E. S., Moore, D. W., Furlonger, B., Anderson, A., & Sharma, U. (2022). A systematic review of the facilitators and barriers to the sustained implementation of school-wide positive behavioral interventions and supports. Education and Treatment of Children, 45(1), 105-126.
7. Hampton, L. H., Stern, Y. S., Fipp-Rosenfield, H., Bearss, K., & Roberts, M. Y. (2022). Parent-Implemented Positive Behavior Support Strategies for Young Children on the Autism Spectrum: A Pilot Investigation. Journal of Speech, Language, and Hearing Research, 65(5), 1921-1938.
8. Monzalve, M., & Horner, R. H. (2021). The impact of the contextual fit enhancement protocol on behavior support plan fidelity and student behavior. Behavioral Disorders, 46(4), 267-278.
9. Sailor, W., Skrtic, T. M., Cohn, M., & Olmstead, C. (2021). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24-41.
10. Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120-136.
11. Sprague, J., Jolivette, K., Boden, L. J., & Wang, E. (2020). Implementing facility-wide positive behavior interventions and supports in secure juvenile correction settings: Results of an evaluation study. Remedial and Special Education, 41(2), 70-79.
12. Mahon, D., Gunning, C., Holloway, J., & Lydon, H. (2020). Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT. Journal of Positive Behavior Interventions, 22(3), 167-180.
13. Boden, L. J., Ennis, R. P., Allen, L., Williams, D., & Dana, L. (2020). Staff and youth buy-in ideas for initial and sustainable facility-wide positive behavior intervention and supports implementation within residential and juvenile facilities. Remedial and Special Education, 41(2), 88-98.
14. Oliver, R. M., Lambert, M. C., & Mason, W. A. (2019). A pilot study for improving classroom systems within schoolwide positive behavior support. Journal of Emotional and Behavioral Disorders, 27(1), 25-36.
15. Gage, N. A., Grasley-Boy, N., Peshak George, H., Childs, K., & Kincaid, D. (2019). A quasi-experimental design analysis of the effects of school-wide positive behavior interventions and supports on discipline in Florida. Journal of Positive Behavior Interventions, 21(1), 50-61.
16. Collier‐Meek, M. A., Sanetti, L. M., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools, 56 (1), 5-17.
17. Clarke, S., Zakszeski, B. N., & Kern, L. (2018). Trends in JPBI publications, 1999–2016. Journal of Positive Behavior Interventions, 20, 6-14. doi: 10.1177/1098300717722359
18. Smith, J. D., St George, S. M., & Prado, G. (2017). Family‐Centered Positive Behavior Support Interventions in Early Childhood To Prevent Obesity. Child Development, 88 (2), 427-435.
19. *Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015). The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students. Journal of Positive Behavior Interventions, 17(1), 28-38
20. *Stanton-Chapman, T. L., Walker, V. L., Voorhees, M. D., & Snell, M. E. (2016). The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start. Remedial and Special Education, 37(6), 333-344.
21. Schmidt, J. D., Drasgow, E., Halle, J. W., Martin, C. A., & Bliss, S. A. (2014). Discrete-trial functional analysis and functional communication training with three individuals with autism and severe problem behavior. Journal of Positive Behavior Interventions, 16(1), 44-55.
22. Hagopian, L. P., Rooker, G. W., Jessel, J., & DeLeon, I. G. (2013). Initial functional analysis outcomes and modifications in pursuit of differentiation: A summary of 176 inpatient cases. Journal of applied behavior analysis, 46(1), 88-100.
23. O' Reilly, M. F., Fragale, C., Gainey, S., Kang, S.Y., & Koch, H. (2012). Examination of an antecedent communication intervention to reduce tangibly maintained challenging behavior: A controlled analog analysis. Research in Developmental Disabilities, 33(5), 1462-1468.
24. Hoyle, C. G., Marshall, K. J., & Yell, M. L. (2011). Positive behavior supports: Tier two interventions in middle schools. Preventing School Failure, 55(3), 164-170.
25. Shumate, E. D. & Wills, H. P. (2010). Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors. Education and Treatment of Children, 33, 23-48.
26. Ringdahl, J. E., Christensen, T. J., & Boelter, E. W. (2009). Further evaluation of idiosyncratic functions for severe problem behavior: Aggression maintained by access to walks. Behavioral Interventions, 24 (4), 275-283.
27. Mancil, G. R., Conroy, M. A., & Haydon, T. F. (2009). Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders. Journal of Autism & Developmental Disorders, 39 (1), 149-163
28. Langdon, N. A., Carr, E. G., & Owen-DeSxhryver, J. S. (2008). Functional Analysis of Precursors for Serious Problem Behavior and Related Intervention. Behavior Modification, 32 (6), 804-827.
29. Antonacci, D. J., Manuel, C., & Davis, E. (2008). Diagnosis and treatment of aggression in individuals with developmental disabilities. Psychiatric Quarterly, 79 (3), 225-247.
30. Berg, W. K., Wacker, D. P., Cigrand, K., Merkle, S., Wade, J. H., & Wang, K. Y-C. (2007). Comparing functional analysis and paired-choice assessment results in classroom settings. Journal of Applied Behavior Analysis, 40 (3), 545-552.
31. Potoczak, K., Carr, J. E., & Michael, J. (2007). The Effects of consequence manipulation during functional analysis of problem behavior maintained by negative reinforcement. Journal of Applied Behavior Analysis, 40 (4), 719-724.
32. DiGennaro, F., Martens, B. K., & Kleinmann, A. E. (2007). A Comparison of Performance Feedback Procedures on Teachers' Treatment Implementation Integrity and Students' Inappropriate Behavior in Special Education Classrooms. Journal of Applied Behavior Analysis, 40 (3), 447-461.
33. Sugai, G., & Homer, R. R. (2006). A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support. School Psychology Review, 35(2), 245-259.
34. Doughty, S. S., & Anderson, C. M. (2006). Effects of Noncontingent Reinforcement and Functional Communication Training on Problem Behavior and Mands. Education and Treatment of Children, 29 (1), 23-50.
35. Tiger, J. H., Hanley, G. P., & Bessette, K. K. (2006). Incorporating Descriptive Assessment Results into the Design of a Functional Analysis: A Case Example Involving a Preschooler's Hand Mouthing. Education and Treatment of Children, 29 (1), 107-124.