기능평가에 근거한 중재가 자폐아동의 문제행동에 미치는 효과
The Effects of Functional Assessment-Based Intervention on Problem Behaviors of One Student with Autism
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초록
본 연구의 목적은 기능평가에 근거한 중재가 한 초등학교 자폐아동의 문제행동에 미치는 효과를 조사하는데 있었다. 본 연구에서는 두 단계의 실험이 수행되었다. 첫 번째 실험 단계동안에는 면담과 직접관찰 방법을 사용하여 문제행동과 환경변인 간의 관계를 알아내어 가설을 설정하고, 기능분석을 통해 설정된 가설을 검증 하는 기능평가가 실시되었다. 두 번째 실험 단계에서는 기능평가에 근거한 중재가 개발되고 실시되었다. 기능분석 및 중재의 효과를 입증하기 위해 단일대상 연구 설계인 처치변경 설계와 A-B설계가 사용되었다. 기능평가 결과를 바탕으로 개발된 참여자의 현행학습 수준에 적합한 과제 및 하나의 과제가 끝나고 그 다음 과제가 바로 주어지는 중재절차가 실시되자 참여자의 문제행동이 즉시 감소되었다. 이러한 중재의 효과는 특수교사에게 일반화 되었고, 중재가 중단 된 후에도 유지되었다. 중재충실도 데이터는 참여자의 보조교사가 제한된 훈련으로 중재를 실시할 수 있다는 것을 보여주었다. 또한 중재수용도 데이터는 참여자의 보조교사 및 특수교사가 기능평가에 근거한 중재를 매우 긍정적적으로 수용하였음을 나타내었다.
Abstract
The purpose of this study was to examine the effects of functional assessment-based intervention on problem behaviors of one elementary school student with autism. This study included two experimental phases. During Phase 1, functional assessment was conducted to develop and test hypotheses about possible relationships between environmental variables and problem behaviors. During Phase 2, functional assessment-based intervention was developed and implemented. An alternating treatments design and an A-B design were used for functional analysis and intervention. Based on the results of the functional analysis, the teaching assistant gave the participant appropriate tasks and the next task as soon as the previous task was completed. This multicomponent intervention, specifically, instructional modifications, immediately decreased problem behaviors. Such changes were generalized to the special education teacher and maintained after the intervention was discontinued. Intervention fidelity data indicated that the teaching assistant could conduct intervention with limited training. Finally, intervention acceptability data demonstrated that the teaching staff strongly accepted functional assessment-based intervention.
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