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자기관리전략을 이용한 학교 적응행동교수가 정신지체 초등학생의 수업참여행동에 미치는 영향

The Effects of Adaptive Behavior Instruction Using Self-Management Strategies on the Academic Engagement Behavior of Elementary Students with Mental Retardation

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참고문헌

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주제분류교육학

초록

본 연구는 자기관리전략을 이용한 학교 적응행동 교수가 독립성과 동기가 부족하여 학교 적응행동 수행에 어려움이 있는 경도 정신지체 초등학생들의 수업참여행동에 미치는 영향을 알아보았다. 대상자간 중다간헐기초선 설계를 이용한 본 연구에는, 초등학교 고학년 일반학급에 통합되어 있고 특수학급에서 시간제 특수교육 서비스를 받고 있는 경도 정신지체 학생 3명이 참여하였다. 대상학생들이 속한 특수학급에서 일과 시간동안 수행되어야 할 10가지 적응행동기술을 학교생활 안내책을 사용하여 자기관리전략으로 교수하였다. 중재 4회기마다 일반학급 사회시간에 일반화 관찰을 1회씩 실시하였고 중재종료 3주 후에는 기초선과 동일한 조건 하에 유지 검사를 실시하였다. 연구 결과, 자기관리전략을 이용한 학교 적응행동 교수가 경도 정신지체 학생들의 소극적인 수업참여행동에 긍정적인 영향을 미쳤고, 중재 종료 후에도 기초선보다 높은 수준으로 중재 효과가 유지되었으며, 수업참여행동의 향상이 통합학급 상황으로 일반화된 것으로 나타났다.

Abstract

The purpose of this study was to examine the effects of adaptive behavior instruction using self-management strategies on the academic engagement behavior in three elementary students with mental retardation who had difficulties in school adaptive behavior. The students were integrated in general classrooms while receiving special education services in special classes in an elementary school in Seoul. A multiple-probe baseline design across participants was used to evaluate the treatment effects. Ten adaptive behavior skills were taught using self-management strategies in special education classrooms. Generalization data were collected in general education classrooms. To examine the maintenance effect, four follow-up sessions were conducted 3 weeks after the completion of the intervention. As a result, adaptive behavior instruction using self-management strategies improved the percentage of the academic engagement behavior of all participants and the intervention effect was maintained three weeks after the termination of the treatment. Also, the intervention effect was generalized to social subject classes in general classes. These results suggest that adaptive behavior instruction using self-management strategies is effective in increasing academic engagement behavior of students with mental retardation who are passive in school life.

참고문헌 (47)

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