本研究共有三個子研究，採功能分析的方法，試圖找出影響一位多重障礙學童固著行 爲(stereotypy)的原因，再進行適當的功能溝通訓練。研究一、以類似功能分析（analogue functional analysis)從操弄四種情境，來分析該學童固著行爲的功能是社會正增強、社會 負增強、或感官增強所造成的。結果顯示：感官的增強是學童反覆固著行爲的主要原因之 一。研究二、進一步地分析造成該學童固著行爲的感官型態，結果顯示：觸覺感官後果與 固著行爲有關。研究三、先進行偏愛物的評量，再以功能溝通訓練教導該學童以手勢來表 達需求，以此對固著行爲進行介入。研究顯示：功能溝通訓練可以增加該學童的溝通能 力，並可有效地降低其固著行爲的次數。

The current study included three experiments that functionally analyzed one student's stereotypic behavior. An analogue functional analysis was used in Experiment 1 to detect the function of the student's stereotypy which might be maintained by negative social reinforcement, positive social reinforcement, or sensory reinforcement. An analysis of sensory modalities was conducted in Experiment 2 to further analyze the possible sensory consequences causing the student's stereotypy. Functional communication training (FCT) developed from prior functional analyses and preference assessments was employed in Experiment 3 to test specific hypotheses regarding the operant functions of stereotypic behavior. Results of the present study demonstrated sensory consequence was one determinant of stereotypy in this student. The specific function of this student's stereotypic behavior might be maintained by tactile stimulation. Furthermore, FCT could be successfully taught to increase the student's communication ability and to decrease his stereotypic behavior.