An Investigation of Variables Relevant to the Stereotyped Behavior in Students with Developmental Disabilities in Taiwan

Autor/inn/en	Tang, Jung-Chang; Wu, Li-Ting; Chiang, Chiu-Hua
Titel	An Investigation of Variables Relevant to the Stereotyped Behavior in Students with Developmental Disabilities in Taiwan
Quelle	In: Journal of the International Association of Special Education, 7 (2006) 1, S.28-35 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Mental Retardation; Developmental Disabilities; Foreign Countries; Social Reinforcement; Special Education; Student Behavior; Stereotypes; Questionnaires; Surveys; Statistical Inference; Statistics; Topography; Statistical Analysis; Elementary Education; Autism; Taiwan + Suchen Sie Ihr Suchwort? Geistige Behinderung; Entwicklungsstörung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Klischee; Fragebogen; Survey; Umfrage; Befragung; Inferential statistics; Schließende Statistik; Statistik; Topografie; Statistische Analyse; Elementarunterricht; Autismus
Abstract	The purposes of this study were to examine the variables related to the special education students' stereotyped behavior in Taiwan, to understand types and functions of these students' stereotyped behavior, and to investigate the impact of such stereotypy on teaching in special educational classrooms. Questionnaires were sent to 308 classroom teachers and 3224 students with developmental disabilities were surveyed. The data were analyzed by descriptive and inferential statistics. Results indicated that the most common topographies of stereotypy were head shaking, body rocking, hand-biting, and hand-mouthing, and stereotypy often functioned to obtain sensory reinforcement and positive social reinforcement in both statistical analyses. Additionally, people with mental retardation emitted the highest rates of stereotypy in all students with developmental disabilities, and the peak of such aberrant behaviors appeared at the elementary school level. (Contains 3 tables.) (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10