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정서행동장애의 진단평가 대안으로서의 중재반응법

Review of Response to Intervention as an Alternative of Current Method for Assessing Students with Emotional and Behavior Disorders

정대영
한국정서행동장애학회 (The Korean Society of Emotional and Behavioral Disorders)|2013.06|정서·행동장애연구 (JOURNAL OF EMOTIONAL & BEHAVIORAL DISORDERS)|제29권 제2호|pp. 1-24

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참고문헌

키워드

정서행동장애중재반응법진단평가.Response to InterventionEmotional and Behavior DisordersDiagnostic Valuation.

초록

본 연구는 정서행동장애의 조기 판별과 중재의 대안으로 ‘문제발견-중재-검사-판별-배치’의 과정을 거치는 중재반응법을 채택할 것을 제안하고, 그 특성과 제안 근거 및 중재반응법을 위한 사정의 원리를 탐색하였다. 특히 중재반응법 적용 과정에서 문제행동의 선별시 범할 수 있는 오류 유형과 중재를 위한 사정의 원리, 처치 결과의 효과 해석법으로 시각적 분석과 행동변화 정도의 신뢰수준 결정법을 탐색하였다. 중재반응법은 현재 우리가 안고 있는 정서행동장애 학생의 교육문제 뿐만 아니라 학교 교육이 안고 있는 전반적인 문제를 해결할 수 있는 대안이 될 수 있으므로 더욱 깊은 연구가 요구된다.

Abstract

The purposes of the study were to review the alternative of the early identification and intervention for students with emotional and behavior disorders(EBD). Response to intervention was suggested as alternative of current method for identifying students with EBD. In essense, the RTI model use a student's lack of response to a seemingly appropriate research-based intervention as the starting point for revising or modifying it. If an initial behavioral intervention does not produce a measurable improvement in a student's behavior within a reasonable time period, it should be carefully reviewed using a functional assessment model, such as applied behavioral analysis, appropriately revised, and then reassesses to determine its overall effectiveness. The concept of RTI is dependent on the intervention validity of assessment procedures used to determine adequate or inadequate response to intervention. In this approach, a student should be considered eligible for more intensive services based on an inadequate response to a multi-tiered intervention system. This RTI approach is considered an improvement over current practices of eligibility determination and need to be studied further to adjust into practices.

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