情绪行为障碍儿童之同侪接纳与社会互动研究

通过社交关系调查、实地观察和访谈等发现,情绪行为障碍儿童在融合教育中多数未获得同侪的接纳,被拒绝的情况严重,颇显孤独;上课时间内情障儿童在普通班与同侪互动的次数比在资源班多,而下课时间内大部分情障儿童主动参与同侪活动的时间和次数比单独游戏或观看同侪游戏的时间长,次数也较多;情障儿童在同侪行为的示范与同侪压力下可训练出良好的行为模式;而普通班儿童能培养出对问题行为的包容、协助和乐于与情障儿童互动的态度。普通班儿童受情障儿童问题行为的干扰易形成集体排斥后者的现象,后者则因受到排斥而产生孤独、焦虑、自暴自弃的心理。

Peer Acceptance and Social Interaction of Children with Emotional/Behavioral Disorders in Inclusive Education

This study is to investigate peer acceptance,social interaction and social skills influence be-tween emotional/behavioral disorders （EBD）and their classmates through socio-metric test,direct ob-servation and interview methods.The results shows that：Children with EBD received lower social accept-ance are more likely to have rej ected status;in the class time,children with EBD show more frequencies of social initiative interaction with their peers in regular classroom than in resource room;and in the recess, they show more social initiative in peers＆#39;activity than solitarily play or observing others play;children with EBD can learn good behavior models through peer modeling and peer pressure,whereas the regular chil-dren can develop positive attitudes of pardon,help others and social interaction with EBD children.These findings suggest that the EBD children＆#39;s partial placement time in regular classroom can have a significant effect in positive social interaction in spite of poor peer social acceptance.