In order to understand the basic situation and characteristics of children with intellectual disability, this paper chooses a typical case to observe and conduct a functional evaluation of their problem behaviors. At the same time, they also use the interview and observation method to observe Peizhi sophomore. It is found that the main types and frequency of children's problem behaviors in different classroom environments and different classroom hours are different. The problem behaviors include crying, self-injuring, making the sound and leaving the seat. The prerequisites of problem behaviors are: high sensory stimulation level, the unreasonable seats, the lack of attention to their teachers; several types of behavioral problems are the main functions of sensory stimulation, evasion requirements, access to attention, access to favorite things or activities.%为了解智障儿童问题行为的基本情况、特点等，文章选择1名典型个案进行追踪观察，对其问题行为进行功能性评估；同时还选用访谈法和观察法对培智二年级学生进行群体观察。研究发现，不同课堂环境和不同课堂时段儿童问题行为发生的主要类型和频率存在差异；个案问题行为主要包括叫嚷、自伤、发出声响和离开座位；发生问题行为的前提有：感官刺激水平高、座位不合理、老师对其缺乏关注。几类问题行为的主要功能分别是感官刺激、逃避要求、获得关注、获得喜欢的东西或活动。
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