用认知行为训练改进一小学生课堂注意行为的个案研究

目的：考察认知行为训练对一小学生课堂注意行为的辅导效果。方法：对个案进行四次认知行为训练，比较其在基线阶段、干预阶段和追踪阶段的课堂不注意行为次数是否存在显著性差异。结果：（1）在干预阶段和追踪阶段被试的课堂不注意行为（平均不到2次）显著低于训练前的基线水平（平均8次）；（2）与干预阶段相比，追踪阶段个案课堂不注意行为次数有所回升（平均2次）但没有达到显著性水平。结论：认知行为训练对于改进个案的课堂注意行为是有效的；在进行传统的行为矫正技术的同时采用自我指导训练，对于改进个案课堂注意行为可能有更为持续的效果。

A Case Study of Cognitive-Behavioral Training on a Primary School Student with Inattentive Behavior

Objective: To explore whether the Cognitive-Behavior Training is feasible and effective in promoting the class attention behavior of a primary student. Methods: The subject was received 4 times of Cognitive-Behavior Training. Her class inattention behaviors were compared before and after the training. Results: (1) During training period, the frequencies of class inattention behavior reduced significantly from 8 times in one session to less than 2 times in average; (2) the class inattention behavior during follow up was a little more frequent than that during training, but not statistically significant.Conclusion: The Cognitive-Behavior Training is feasible and effective in promoting the class attention behavior of the case; the self- instructional training based on behavioral corrective technology may have longer effect than the behavioral technology.