虛擬實境特教教師職前訓練課程(VR4SE課程)-干擾行為篇之訓練成效研究

The research team aim to solve the dilemma of pre-service special education teacher’s training on coping emotional or behavioral problems of special education students by using the virtual reality based training technique. The study aims to apply virtual-reality based training for pre-service special educators (VR4SE in short) to enhance the preservice special educators to cope disruptive behavior of students with disabilities. The training program is based on positive behavior support which expect to enhance preservice special educators to be able aware of the disruptive behavior, interaction of teacher and student and to prevent from the negative consequences of the interactions. Three-year proposal was approved for two years, therefore only four tasks completed to achieve the original proposal: (I) 17cases with acting out behavior were collected and classified on the base of the behavioral analysis, and non-compliance and disruptive behavior appeared more frequently in acting out cases. (II) Six expected teacher performances were concluded from focusing group: Differentiated positive reinforcing desired behavior, providing guided assistance, sensitively observing student’s change, self-clam emotion, positively leading student’s emotional expression. (III) The assessment of teacher attitude toward disabilities were concluded into five-subscales with positive reliabilities and validities. Five sub-scales are positive emotion, negative emotion, medical view, social view, and behavior attempt. (IV) Two VR4SE classroom films were taken by 360 Go pro camera with two typical cases from the 17 cases. Due to withdrawal of the VR support, the new VR system was re-built in the Edu VR found by Hong Kong Chinese University. The test of the VR4SE will be implemented in Febuary. The data of cases, assessment and VR will be used in the further studies for the further research questions about this issue.