114 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

教科書或參考用書 Textbooks or Reference Books

館藏書名 Library Books

備註 Remarks

（一）主要讀本與閱讀文獻：
1.Bambara, L. M., & Kern, L. (Eds.). (2021). Individualized supports for students with problem behaviors: Designing positive behavior plans (2nd ed.). Guilford Publications.
2.Chandler, L. K., & Dahlquist, C. M. (2015). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings ( 4th ed.). NJ: Pearson.
（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.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.
4.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.
5.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.
6.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.
7.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.
8.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.
9.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.
10.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.
11.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.
12.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.
13.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.
14.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.
15.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
16.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.
17.*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
18.*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.
19.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.
20.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.
21.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.
22.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.
23.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.
24.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.
25.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.
26.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.
27.Antonacci, D. J., Manuel, C., & Davis, E. (2008). Diagnosis and treatment of aggression in individuals with developmental disabilities. Psychiatric Quarterly, 79 (3), 225-247.
28.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.
29.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.
30.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.
31.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.
32.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.
33.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.
（三）期刊：
1.Journal of Positive Behavior Interventions
2.Journal of Applied Behavior Analysis (JABA)
3.Behavior Modification
4.Education and Treatment of Children
5.Remedial and Special Education
6.Behavioral Disorders
7.Research in Developmental Disabilities
8.Journal of Emotional and Behavioral Disorders
9.Behavior Therapy
10.Intervention in School and Clinic
11.Behavior Research and Therapy
12.Child Behavior Therapy
（四）參考資料
1.鈕文英（2024）。正向行為支持的理論與實務(第四版)。台北：心理出版社。
2.王慧婷、陳明宗、阮震亞、郭宇婕 & 嚴以庭. (2020)。一位極重度高職自閉症學生前兆行為功能分析與介入成效之初探。特殊教育研究學刊, 45(2), 29-59.
3.洪儷瑜（2018）主編。特殊教育學生的正向行為支持。臺北市：心理出版社。
4.朱慧娟（2002）。 Functional analysis and assessment-based interventions for aberrant behavior of children with developmental disabilities。國立台北師範學院學報-教育類，15，387-432.
3.朱慧娟（2001）。發展性障礙兒童異常行為之功能性評量與處理策略之實驗研究。國科會專題研究計畫成果報告。(NSC89-2413-H-152-014)
4.張正芬（1999）。功能評量對自閉症兒童問題行為輔導適用性研究(II)。國科會專題研究計畫成果報告。
5.張正芬（2000）。自閉症兒童問題行為功能之探討。特殊教育研究學刊，18期，127-150頁。
6.Kincaid, D., Dunlap, G., Kern, L., Lane, K. L., Bambara, L. M., Brown, F., ... & Knoster, T. P. (2016). Positive behavior support: a proposal for updating and refining the definition. Journal of Positive Behavior Interventions, 18(2), 69-73.
7.Rodriguez, B. J., Loman, S. L., & Borgmeier, C. (2016). Tier 2 Interventions in Positive Behavior Support: A Survey of School Implementation. Preventing School Failure: Alternative Education for Children and Youth, 60(2), 94-105.
8.Richman, D. M. (2008). Early intervention and prevention of self-injurious behavior exhibited by young children with developmental disabilities. Journal of Intellectual Disability Research, 52 (1), 3-17.
9.Freeman, J., Simonsen, B., McCoach, D. B., Sugai, G., Lombardi, A., & Horner, R. (2016). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions, 18(1), 41-51.
10.Carr, J. E., Severtson, J. M., & Lepper, T. L. (2009). Noncontingent reinforcement is an empirically supported treatment for problem behavior exhibited by individuals with developmental disabilities. Research in Developmental Disabilities, 30 (1), 44-57.
11.Matson, J. L., & Wilkins, J. (2009). Factors Associated With the Questions About Behavior Function for Functional Assessment of Low and High Rate Challenging Behaviors in Adults With Intellectual Disability. Behavior Modification, 33 (2), 207-219.