통합 상황에서 긍정적 행동지원이 발달지체 유아의 수업행동과 사회적 상호작용에 미치는 영향

• 영문명: The Effects of Positive Behavior Support on on/off-Task Behavior and Social Interaction of Children with Developmental Delays in Inclusive Setting
• 발행기관: 한국특수교육학회
• 저자명: 최미점(Choi Mi jum) 백은희(Paik Eun hee)
• 간행물 정보: 『특수교육학연구』제50권 제3호, 143~168쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

국문 초록

본 연구는 시립 어린이집 통합교육 상황에서 긍정적 행동지원을 실시하여 3명의 발달지체 유아의 수업행동과 사회적 상호작용에 미치는 영향을 검증하고자 하였다. 독립변인으로 보편적 차원 및 개별차원의 긍정적 행동지원 중재 전략을 사용하여 종속변인인 발달지체 유아의 수업참여 및 비 참여 행동과 사회적 상호작용에 대한 효과를 검증하였다. 연구 결과, 개별차원의 긍정적 행동지원은 통합학급 발달지체유아 3명의 수업참여행동을 증가시키고, 비 참여 행동을 감소시켰으며, 사회적 상호작용을 향상시키는데 효과가 있었다. 긍정적 행동지원은 학급차원의 보편적 지원을 실행할 때 보다 개별화된 긍정적 행동지원과 연계되어 단계적으로 적용할 때, 발달지체 유아의 행동에 대한 효과가 더욱 유의하게 나타났다.

영문 초록

The purpose of this study was to investigate the effects of multi-dimensional positive behavior support(PBS) on task related behavior and social interaction of young children with developmental delays in inclusive setting. The subjects of this study were three 5-year old children with developmental delays showing high frequency rate of disturbing behaviors in classroom. Multiple baseline design across subjects was utilized as a research design. The dependant variables which are the classroom engagement behaviors, off-task behavior, and their social interaction were measured using partial-interval recording system. The results of this study were as follows: First, individualized positive behavior support was proven to be effective on classroom engagement and non-engagement behavior of three children with developmental delays in the inclusive preschool classroom. It was maintained for 3 weeks after the completion of the intervention. Secondly, individualized positive behavior support was proven to be effective on social interaction of three children with developmental delays in the inclusive classroom. It was maintained for 3 weeks after the completion of the intervention. Third, systematic intervention of the universal support(Tier 1) aligned with the individualized support (Tier 3) was proven to be more effective compared to the universal support (Tier Ⅰ) intervention only. In conclusion, this study suggested that classroom wide intervention combined with individualized positive behavior support was effective dealing with on/off-task behavior and social interaction behavior of young children with developmental delays in inclusive setting.

목차

<요약>

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 논의 및 제언

참고문헌

Abstract

키워드

발달지체 유아 긍정적 행동지원 사회적 상호작용 children with developmental delays positive behavior support social interaction