学校・地域場面におけるスタッフの機能に基づく介入に及ぼす物理的設定の効果

抄録

The present study examined effects of changes in physical arrangements on staff implementation of function-based interventions. An adolescent with autism who frequently bit his hands, 5 school teachers, and 5 community support center staff participated. First, a functional assessment revealed that in the school task setting, the student's hand biting might have an escape function, whereas it appeared to have attention-getting or sensory stimulation functions in free-time settings at the school and community support center. A multiple baseline design across 3 settings was used. In baseline, occurrences of the student's hand biting and staff implementation were observed. During the function-based intervention (FI), staff in each setting were asked to implement function-based interventions. In the function-based intervention with physical arrangements (FIP) condition, the physical environment was re-arranged to encourage the student's desired behavior in the function-based intervention. The results showed that in all 3 settings, the student's hand biting decreased more during the function-based intervention with physical arrangements than during the function-based intervention alone. Also, staff implementation increased more during the former than during the latter. The results were discussed in terms of a proactive strategy for promoting staff implementation of function-based interventions.