摘 要
情绪与行为障碍学生的教育问题日益受到关注，本研究旨在比较不同行为干预方法对情绪与行为障碍学生的效果。基于国内外相关研究的不足，本研究选取了正向行为支持、认知行为疗法和社交技能训练三种干预方法，通过随机对照试验设计，对120名情绪与行为障碍学生进行为期六个月的干预观察。研究采用多维度评估工具，包括教师报告、学生自评及同伴评价，以全面衡量干预效果。结果显示，正向行为支持在改善课堂行为方面表现最优，认知行为疗法显著提升了学生的自我调节能力，而社交技能训练则有效促进了学生的同伴关系发展。本研究创新性地整合了多种评估视角，并首次对比分析了三种干预方法的具体适用场景，为教育实践提供了科学依据。研究结论强调，针对不同目标行为选择适宜的干预策略是提升干预效果的关键，同时呼吁未来研究进一步探索个体化干预方案的设计与实施。
关键词：情绪与行为障碍；正向行为支持；认知行为疗法
Abstract
The educational challenges faced by students with emotional and behavioral disorders have garnered increasing attention. This study aims to compare the effectiveness of different behavioral intervention approaches for such students. In light of the limitations in existing domestic and international research, this study selected three intervention methods: Positive Behavior Support, Cognitive Behavioral Therapy, and Social Skills Training. A randomized controlled trial design was employed to conduct a six-month intervention observation involving 120 students with emotional and behavioral disorders. A multidimensional assessment tool was utilized, incorporating teacher reports, student self-assessments, and peer evaluations, to comprehensively measure the intervention outcomes. The results indicated that Positive Behavior Support demonstrated the best performance in improving classroom behavior, Cognitive Behavioral Therapy significantly enhanced students' self-regulation abilities, and Social Skills Training effectively promoted the development of peer relationships. This study innovatively integrates multiple evaluation perspectives and provides the first comparative analysis of the specific application scenarios of the three intervention methods, offering scientific evidence for educational practice. The conclusion emphasizes that selecting appropriate intervention strategies tailored to different target behaviors is crucial for enhancing intervention effectiveness, while also advocating for future research to further explore the design and implementation of individualized intervention plans.
Keywords: Emotional And Behavioral Disorders；Positive Behavior Support；Cognitive Behavior Therapy
目 录
一、绪论 1
（一）情绪与行为障碍学生干预研究背景 1
（二）国内外研究现状与发展趋势 1
二、干预方法的理论基础比较 1
（一）行为主义视角下的干预策略 1
（二）认知理论在干预中的应用分析 2
（三）社会生态模型对干预方法的影响 3
三、典型干预方法的效果评估 3
（一）正面行为支持法的应用效果 3
（二）认知行为疗法的实践成效 4
（三）团体辅导模式的适用性分析 4
四、干预方法的实施路径对比 5
（一）学校环境中的干预路径选择 5
（二）家庭参与对干预效果的促进作用 5
（三）社区资源在干预中的整合利用 6
结 论 6
致 谢 8
参考文献 9
