因慢性神经系统致残性的特质，脑瘫儿童通常会生长发育迟滞，且伴随多动、抑郁、焦虑等心理行为表现。随着脑瘫患儿自我意识和自尊心的不断增强，以及大多数父母因过度担心疾病不利因素而对其过度保护或溺爱，加之社会大众存在偏见和歧视等不良态度，都可能会让儿童出现心理行为的异常表现。目前针对脑瘫儿童的行为干预主要是由专业人员进行的研究，而广大的培智教育领域的教师及其他从业者常被儿童的问题行为打乱教学，迫切需要科学有效、易操作的干预策略。本个案研究的对象是一名问题行为严重的脑瘫儿童，问题行为的高发已经严重影响到了他的学习、生活和社会适应。因此，对其存在的问题行为进行观察和评估后，运用积极行为支持法对叫嚷、随意游走、故意对抗、不服从指令这四种对学校生活影响较大的问题行为展开行为干预。分析表明，其问题行为的主要功能是寻求关注、获得感官刺激、获得喜欢的活动、逃避任务和要求。综合个案儿童的性格和表现，采取的干预策略是调整教学环境和教师态度、提供选择、发展恰当的行为和区别强化。干预后，该儿童的问题行为明显减少。综合研究结果，积极行为支持能有效解决脑瘫儿童的问题行为，其中，良好的氛围有利于积极行为支持的展开，教师的专业素养是有效实施积极行为支持的关键。

Owing to the characteristics of chronic neurological disability, children with cerebral palsy usually have developmental lag, along with psychological behaviors like hyperactivity, depression, and anxiety. Their increasingly growing self-awareness and self-esteem, over-protection and indulgence from their parents most of whom are excessively concerned about the unfavorable factors of the disease, and negative attitudes of the public like prejudice and discrimination can lead to the abnormal psychological behaviors of those children. At present, behavioral interventions for children with cerebral palsy are mainly conducted by experts, while teachers and practitioners in the field of education for mentally retarded children often get disrupted by the problem behaviors of those children in their lessons. Thus, they are in urgent need of effective and feasible intervention strategies.The subject in the study is a child with cerebral palsy who has serious problem behaviors. The high incidence of his problem behaviors has seriously affected his learning,normal life and society adaptation. Therefore, after the observation and assessment on his problem behaviors, positive behavior support is applied to intervene in the four main problem behaviors, namely, shout, random walk, deliberate defiance and disorder, which have greatly influenced his school life. The analysis of his problem behaviors indicates that the main functions of those behaviors are to seek attention, to gain sense stimulus, to get the activities he likes, and to avoid tasks and requirement. With the personality and the performance of the subject taken into consideration, the intervention strategies adopted are adjustment of teaching environment and attitudes of teachers, choice making, development of appropriate behaviors, and differential reinforcement. After the intervention, the problem behaviors of the subject has reduced dramatically.According to the outcomes of the study, positive behavior support can effectively deal with the problem behaviors of children with cerebral palsy. Besides, a good environment is beneficial to the implementation of positive behavior support and the professionalism of teachers is the key to the effective implementation of positive behavior support.