개별차원의 긍정적 행동지원이 주의력결핍 과잉행동장애(ADHD) 초등학생의 수업방해행동과 수업참여행동에 미치는 영향

Abstract

This study examined the effects of individualized positive behavior support on the disruptive classroom behaviors and classroom participation behaviors of an elementary school student with attention deficit hyperactivity disorder (ADHD). The subject of the study was a female student in the 6th grade of elementary school, with the target behaviors being set as distracted behaviors and impulsive behaviors, and classroom participation behaviors being set as attention behaviors and task performance behaviors. To analyze the changes in target behaviors across three different settings – Korean language, social studies, and special subject classes – a multiple baseline design across settings was applied. The study procedure involved first forming a positive behavior support team to conduct a functional behavior assessment of the target behaviors of the subject student. Based on the identified functions of the behaviors, a positive behavior support plan including multi- element interventions such as background event interventions, antecedent interventions, instructional interventions, and consequent interventions was established and implemented. The study results showed that individualized positive behavior support decreased the subject student’s disruptive behaviors (distracted behaviors and impulsive behaviors) and increased classroom participation behaviors (attention behaviors and task performance behaviors). These effects were maintained even after the intervention was concluded. In conclusion, this study demonstrated that individualized positive behavior support is highly effective in reducing disruptive classroom behaviors and increasing classroom participation behaviors in elementary school students with ADHD. Additionally, it suggests that tailored interventions based on the characteristics and functions of student behaviors can be usefully applied in various school contexts.