학급수준의 긍정적 행동지원이 통합된 발달지체 유아의 문제행동과 활동참여행동에 미치는 영향
The Influence of Class-Wide Positive Behavior Support on Problem and Engagement Behaviors of the Integrated Child with Developmental delay
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초록
본 연구는 보편적 지원으로서 학급수준의 긍정적 행동지원이 통합된 발달지체 유아의 문제행동과 활동참여행동에 미치는 영향에 대해 알아보는 데 목적이 있다. 이를 위해 유치원 일반학급에 통합된 발달지체 유아 한 명을 대상으로 학급 내 다른 세 가지 상황에서 상황간 중다 기초선 설계를 사용하였다. 그 결과, 학급수준의 긍정적 행동지원은 통합된 발달지체 유아의 문제행동 발생율 감소 및 활동참여행동 발생율을 증가시켰으며, 중재 효과는 유지되었다. 이에 개별에 대한 특별한 지원 없이 학급 전체 유아에 대한 보편적 지원만으로도 발달지체 유아의 문제행동 감소와 활동참여 행동의 증가에 효과적이라는 결론을 얻을 수 있었다.
Abstract
The purpose of this study was to investigate the influence of Class- Wide Positive Behavior Support(CWPBS) as universal support on problem and engagement behaviors of an integrated child with developmental delay. One child with developmental delay in a class of kindergarten participated for study. The multiple baseline design across conditions was used to investigate the influence of the CWPBS on problem and engagement behaviors of the child with developmental delay. The results of this study were as follows: The CWPBS reduced the problem behaviors of the child with developmental delay in three conditions(conversation class, art class, Montessori class with learning aids) and the problem behaviors remained reduced. And the CWPBS increased the engagement behaviors of the child with developmental delay in three conditions and the effect of the support continued. In conclusion, the CWPBS as universal support had a positive influence on the change of problem behaviors and engagement behaviors of the child with developmental delay.
참고문헌 (23)
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