師資介紹

  • 姓名:陳佩玉副教授
  • 最高學歷:美國華盛頓大學 特殊教育系哲學博士
  • 學術專長:應用行為分析、正向行為支持、自閉症、情緒障礙
  • 聯絡電話:2732-1104#55626
  • E-mail:pychen@mail.ntue.edu.tw
一、鑑定輔導工作
  1. 臺北市、新北市、基隆市鑑輔會委員
  2. 大專特殊教育鑑定與訪視委員
  3. 宜蘭縣特殊教育輔導團委員
  4. 國教署特殊教育學校正向行為支持輔導團委員
二、協助專業組織工作
中華民國特殊教育學會行為工作小組成員
  1. 美國正向行為支持學會台灣聯絡網 (APBS Taiwan Network)
  2. 三、期刊審查
  3. 特殊教育學刊 (編委、審查委員)
  4. 特殊教育季刊 (編委、審查委員)
  5. 特殊教育學報
  6. 特殊教育與復健學報
四、教師訓練
  1. 基隆、宜蘭、新竹縣特殊教育教師行為功能介入方案初階與進階研習課程規劃與執行 (2016.09-2018.06)
  2. 國立台北教育大學、國立台灣師範大學、國立彰化師範大學、國立嘉義大學、國立東華大學等特教中心研習(2012.08迄今)
  3. 台北市特教資源中心情緒行為障礙鑑定諮詢教師研習(2015.09迄今)
  4. 國小特教知能研習 (2011.09迄今)
五、擔任教師甄選評審
  1. 桃園、宜蘭國小特殊教育教師甄選
  2. 台北市學前特殊教育教師甄選
  1. 陳佩玉(2019/08/01-2022/07/31)。行為功能評量課程結合虛擬實境練習提升特殊教育職前教師知能成效之探究(108-2410-H-152 -017 -MY2)。主持人
  2. 陳佩玉(2018/08/01-2021/04/30)。虛擬實境特教教師職前訓練課程(VR4SE課程)-行為功能評量篇之課程成效研究(107-2511-H-152-001-)。主持人。
  3. 陳佩玉(2017/08/01-2018/07/31)。教師處理特殊教育學生情緒行為問題的專業培訓與需求(II)-情緒行為專業支援教師的觀點(106-2410-H-152-013-)。主持人。
  4. 陳佩玉(2016/08/01-2017/07/31)。特殊教育學生情緒行為問題處理的教師專業發展歷程與培訓需求-以國小教育團隊的觀點為例(105-2410-H-152-007-)。主持人。
  5. 陳佩玉(2014/08/01-2016/07/31)。國小中高年級自閉症學生校園霸凌經驗與影響因素之探究(103-2410-H-152-013-)。主持人。
  1. 李宜靜(2011)。丟接球活動介入學齡前自閉症兒童眼神注視成效之研究
  2. 麥玉芬(2011)。台北地區讀寫發展困難幼兒的聲韻覺識表現
  3. 林沛霖(2011)。身心障礙學生行為問題的功能評量與正向行為支持計畫介入成效之後設分析
  4. 李雅雯(2012)。遊戲介入社會技巧訓練對國小自閉症兒童基本互動能力影響之行動研究
  5. 陳虹如(2012)。比較兩種課前注意力訓練 對國小智能障礙學生課堂學習介入成效之研究
  6. 施慧慈(2012)。提昇學前自閉症兒童獨立回應團體指令之行動研究
  7. 蔡依恬(2012)。課前肢體律動對改善特殊學校高職部智能障礙學生上課不專注行為成效之研究
  8. 張筱喬(2012)。桃園縣國小普通班教師轉介前介入執行現況之調查研究
  9. 鄭雅如(2012)。發展遲緩幼兒與一般幼兒家庭讀寫環境之調查研究
  10. 鄧如玉(2012)。身心障礙學生家長參與子女教育影響因素之後設分析
  11. 林麗瑛(2012)。社會故事介入對增進國小低口語自閉症學生社交技巧成效之研究
  12. 鄭雅容(2013)。語音輸出溝通輔具對身心障礙學生溝通與問題行為介入成效之後設分析
  13. 吳沂蓁(2015)。班級層級功能本位介入小組對提升普通班自閉症學生班級參與度之成效
  14. 李冠瑩(2015)。提升國小輕度自閉症兒童理解言外之意之行動研究
  15. 林郁婷(2015)。國小教師對自閉症學生在融合情境中校園霸凌經驗及介入方法之探究
  16. 吳宜蒨 (2016)。情緒行為障礙國中生情緒行為問題類型與 普通班導師介入策略之調查研究
  17. 張芸瑄(2017)。國中教師檢視班級層級功能本位介入小組之適用性與解決其班級經營困擾之行動研究
  18. 陳郁忻(2018)。國小教師實施班級層級功能本位介入小組方案(CW-FIT) 之歷程與影響
  1. Chen, P., Scheibel, G. A., Henley, V. M., & Wills, H. P. (2021). Multi-tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management. Journal of Positive Behavior Interventions, online first. [SSCI]
  2. 陳佩玉*、翁素珍、洪儷瑜(2020)。情障鑑定實務工作的挑戰與省思。 中華民國特殊教育學會年刊,103-118。
  3. Wu, Y., Chen, P., Tsai, S., Tsai, S., Chou, Y., & Chiu, C. (2019). The effects of the Class-Wide Function-Related Intervention Teams (CW-FIT) on behaviors of an elementary student with Autism spectrum disorder (ASD) in an inclusive classroom in Taiwan. International Journal of Developmental Disabilities. [SSCI]
  4. 吳宜蒨、陳佩玉*(2018)。國中普通班導師運用介入策略處理情緒行 為障礙學生行為問題之探究。特殊教育季刊,149, 13-25。
  5. 洪儷瑜、陳佩玉(2018)。從兩個三角形談臺灣推動正向行為支持的 發展。中華民國特殊教育學會年刊,121-139。
  6. 陳佩玉(2018)。特殊教育的開拓者-陸莉。特殊教育季刊,148, 11- 18。
  7. Hong, E., Tsai, S., Chen, P., Gong, L., & Ganz, L. B. (2017). The Quality of Single-Case Research for Individuals with Autism Spectrum Disorders in Japan and Taiwan: An Investigation of Reliability and Treatment Fidelity. 當代教育研究, 25(4), 71-94.. (TSSCI, 第一級期刊).
  8. 陳佩玉、蔡淑妃(2017)。正向行為支持的發展趨勢:2008-2017。中華民國特殊教育學會年刊,163-184。
  9. 李雅雯、陳佩玉、閺宸毅(2015)。以遊戲結合類化策略提升國小自閉 症個案社會互動技能之研究。特教論壇,19, 56-68。
  10. 蔡淑妃、陳佩玉*(2015)。班級層級功能本位介入小組方案(CWFIT)的內涵與應用 。特教論壇,19,24-34。
  11. 陳佩玉*、蔡欣玶、林沛霖(2015)。身心障礙學生功能本位行為介入方案成效之後設分析。特殊教育研究學刊,40(1),1-30。(TSSCI)。
  12. West, E. A., Liberty, L., Stone-MacDonald, A., & Chen, P. (2014). An examination of participant characteristics in empirical studies used to classify naturalistic intervention as an evidence-based practice for learners with autism spectrum disorder. DADD Online Journal, 1(1), 10-23. (peer-reviewed)
  13. 陳佩玉*、蔡淑妃(2013)。普通班教師如何應用功能行為評量概念處理問題行為──對癥下藥治之宜殊。國民教育,54(1),67-75。
  14. Chen, P.*, & Schwartz, I. S. (2012). Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools. Focus on Autism and Other Developmental Disabilities, 27(4), 200-212. [SSCI]
  15. Benner, G., Beandoin, K.M., Chen, P., Davis, C., & Ralston, N.C. (2010). The impact of intensive positive behavioral supports on the behavioral functioning of students with emotional disturbance: How much does fidelity matter? The Journal of Behavior Assessment and Intervention in Children, 1, 85-100. (peer-reviewed)
  1. 林素貞、朱思穎、陳佩玉、王秋鈴、黃湘玲、蔡曉楓、葉靖雲、詹孟琦(譯) (2013)。特殊需求學生的教材教法(原作者: E. A. Polloway、J. R. Patton、L. Serna、J. W. Bailey)。台北: 華騰文化股份有限公司。(原著出版年:2012)
  2. 李姿瑩、陳佩玉、羅湘敏、黃裕惠、吳怡慧、楊梅芝、何美慧、蔡明富(譯)(2013)。兒童與青少年情緒及行為障礙(原作者: J. M. Kauffman、T. J. Landrum)。臺北: 華騰文化股份有限公司。(原著出版年:2012)
  3. 鳳華、鈕文英、鍾儀潔、陳佩玉、王慧婷、彭閔真等校譯(2011)。應用行為分析(原作者: J. O. Cooper、T. E. Heron、W. L. Heward)。臺北:學富出版社。(原著出版年:2007)
  1. 陳佩玉(2021)。第二十章正向行為支持。應用行為分析導論。新北市:心理出版
  2. 陳佩玉(2018)。第六章次級預防:形成假設與行為功能介入方案。特殊教育學生的正向行為支持。新北市:心理。
  3. 陳佩玉(2018)。第九章次級預防:成效評估。特殊教育學生的正向行為支持。新北市:心理。
  4. Chen, P. & Chiu, C. (2015). Inclusive education for students with low-incidence disabilities in Taiwan—where we are, what we have learned. In E. A. West (Ed.). Including Learners with Low Incidence Disabilities (pp. 203-219). Bingley, WA, United Kingdom: Emerald Group Publishing Limited.
  5. Schwartz, I. S., & Chen, P. (2013). Building social skills and social relationships in school settings: The role of School-wide Positive Behavior Support. In P. F. Gerhard and D. Crimmins (Eds.). Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders (pp.83-108). Baltimore, MD: Paul H. Brooks Publishing Co.
  6. West, E., & Chen, P. (2012). Cultural and Linguistic Diversity and Learners with Autism Spectrum Disorders. In D. Zager, M.L. Wehmeyer, and R. L. Simpson (Eds.). Educating Students with Autism Spectrum DisordersResearch-Based Principles and Practices (pp.151-166). New York, NY: Routledge.
  1. Chen, P., Lin, M, & Wu, S. (2021). Initial Implementation of School-wide Positive Behavior Support-Tier 1 in Taiwan. The 3rd Asia-Pacific Positive Behavior Support International Conference , Virtual. 
  2. Chen, P. & Hung, L. (2021). Positive Classroom Behavior Support knowledge and self-efficacy of teachers in Taiwan. The 18th International Virtual Conference on Positive Behavior Support.
  3. Chang, Y., Chen, P., & Tsai, S. (2019). Implementing CW-FIT in an inclusive middle-school classroom in Taiwan: Lessons learned. The 16th International Conference on Positive Behavior Support, Washington D.C..
  4. Chen, P. & Hung, L. (2018). Multi-tiered Behavior Intervention Framework for exceptional students in Taiwan: Lessons learned. The 15th International Conference on Positive Behavior Support, San Diego, U.S.A.
  5. Hung, L. & Chen, P. (2018). The first step of PBS Network in Taiwan. The 15th International Conference on Positive Behavior Support, San Diego, U.S.A.
  6. Wu, I., Chen, P., & Tsai, S. (2017). Effects of CW-FIT on an Elementary Student with Autism in Taiwan. The 14th International Conference on Positive Behavior Support, Denver, U.S.A.
  7. Tsai, S., & Chen, P. (2016). Managing Challenging Behaviors in Classroom Settings:Class-wide Function-related Intervention Teams (CW-FIT). Pacific Asia International Conference on Positive Behavior Support (APPBS), 國立台灣師範大學。
  8. Chen, P., Tsai, S., & Lin, P. (2015). Effects of Function-Based Behavioral Interventions on Students With Disabilities in Taiwan: A Meta-Analysis. ABAI's Eighth International Conference, Kyoto, Japan.
  9. Tsai, I. & Chen, P. (2014). The Effects of Physical Movement before Class on Decreasing Off-Task Behaviors of Students with Intellectual Disability. ABAI’s 40th Annual Convention , Chicago, Illinois, USA. 本人為通訊
  10. Lin, P., Chen, P., Tsai, S., & Niew, W. (2013). The Effect of Functional Behavior Assessment and Positive Behavior Intervention Plans: A Cross-Cultural Comparison. Poster presented at the Hawaii International Conference on Education 11th   Annual Conference in Honolulu, Hawaii, USA.
  11. 林沛霖、陳佩玉、蔡欣玶、鈕文英(2012)。功能評量與正向行為支持計畫介入成效之後設分析。論文發表於2012年特殊教育學會年會暨學術研討會,國立台南大學。
  12. 李宜靜、陳佩玉(2012)。丟接球活動介入學齡前自閉症兒童眼神注視成效之研究。論文發表於2012年特殊教育學會年會暨學術研討會,國立台南大學。
  13. West, E., & Chen, P. (2011). PECS and CLD Students with Disabilities: A Review of Literature. Paper presented at the Association of Positive Behavior Support (APBS) 8th Annual Conference in Denver, Colorado, USA.
  14. Chen, P., & Schwartz, I. S. (2010). Prevalence and predictors influencing bullying experiences among elementary students with Autism Spectrum Disorders: An investigation from students, parents, and teachers’ perspectives. Paper presented at the Association of Positive Behavior Support (APBS) 7th Annual Conference in St. Louis, Missouri, USA.
  15. Chen, P., & Schwartz, I. S. (2009). Quality Indicators of Early Intervention Programs: A Guideline for Families and Educators. Poster presented at the CEC 2009 Annual Convention and Expo in Seattle, Washington, USA.
  16. Chen, P., & Tsai, S.F. (2009). Conducting Culturally Responsive Positive Behavior Support for Chinese Families. Poster presented at the CEC 2009 Annual Convention and Expo in Seattle, Washington, USA.
  17. Chen, P., & Schwartz, I. S. (2008). Guidelines to Evaluate Early Intervention Programs: A Checklist for Parents and Families. Paper presented at the TASH International Conference in Nashville, Tennessee, USA.
  18. Chen, P., & Casillas, N. (2008). Peer-Victimization Risk Factors and Interventions for Children with AS: A Review. Paper presented at the Association of Positive Behavior Support (APBS) Annual Conference in Chicago, Illinois, USA.
  19. Chen, P., & Davis, C. A. (2008). A Review of the Effects of Secondary Prevention Interventions. Paper presented at the Association of Positive Behavior Support (APBS) Annual Conference in Chicago, Illinois, USA.
  20. Chen, P., Koyama, T., & Casillas, N.L. (2008). A review of sensory integration intervention on self-stimulatory and self-injurious behaviors. Poster presented at the Applied Behavior Analysis (ABA) Annual Convention International Session in Chicago, Illinois, USA.
  21. Chen, P., & Tsai, S.F. (2008). Implementing School-wide Positive Behavior Support: Comparison between American and Traditional Chinese Culture. Poster presented at the TASH International Conference in Nashville, Tennessee, USA.
  22. Koyama, T., Casillas, N. L., & Chen, P. (2008). Motivating Young Children in School: The Effective Use of Reinforcement. Paper presented at the Infant and Early Childhood Conference (IECC) in Bellevue, Washington, USA.
  23. Chen, P., & Schwartz, I. (2007). The Effects of a Peer-Mediated Intervention to Enhance Social Interactions of Children with Developmental Delay and Autism in an Inclusive Kindergarten Setting. Paper presented at the Applied Behavior Analysis (ABA) Annual Convention in San Diego, California.
  24. Rosenberg, N., Saltonstall, B., & Chen, P. (2006). Supporting a child’s learning environment: Promoting positive behavior in young children. Paper presented at the Infant and Early Childhood Conference (IECC) in Bellevue, Washington, USA.
林素貞、羅湘敏、張英鵬、陳佩玉、邱上貞(2010)。高雄市特殊教育學生行為問題輔導運作計畫──建構安全友善的校園環境。高雄市政府教育局委託研究:【(99)高市教育合約字第22號】