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중재-반응을 이용한 정서 및 행동장애 판별 및긍정적 행동지원

Using Response to Intervention Model to Assess Emotional and Behavioral Disorders for Positive Behavior Support

이영연
한국정서행동장애학회 (The Korean Society of Emotional and Behavioral Disorders)|2010.06|정서·행동장애연구 (JOURNAL OF EMOTIONAL & BEHAVIORAL DISORDERS)|제26권 제2호|pp. 307-329

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참고문헌

키워드

긍정적 행동지원Positive Behavior SupportEmotional and Behavioral Disorders정서 및 행동장애기능평가Response to Intervention중재-반응모델

초록

본 연구의 목적은 학교가 중심이 되어 적용할 수 있는 중재-반응(Response to Intervention) 모델을 이용하여 정서 및 행동장애로 발전할 가능성이 있는 아동을 조기에 발견ㆍ판별하는 과정을 소개함으로써, 중재-반응모델을 교육현장에 적용하여 학생들의 문제행동을 예방ㆍ감소시키고, 바람직한 행동을 증가시켜서 학생들의 교육적 혜택을 확대하는 것이다. 중재-반응모델은 3단계로 구성되어 있다. 1단계 중재전략은 모든 아동에게 적용되는 보편적인 전략이며, 중재에 반응이 없는 학생들을 선별하여 2단계 중재를 적용한다. 2단계 중재는 장애가 의심이 되는 소집단아동에게 적용되며, 2단계 중재에서 반응이 없는 학생은 특수교육서비스가 필요한 정서 및 행동장애로 판별되어 3단계 중재가 적용된다. 3단계 중재는 기능평가 및 기능분석의 결과를 근거로 하여 긍정적 행동지원이 제공되는 과정이다. 결론으로, 현행법에 제시된 정서 및 행동장애의 정의의 문제점과 의학적 모델에 의존하는 정서 및 행동장애의 선별ㆍ판별 과정의 문제점을 제시하고, 학교중심으로 문제행동을 감소ㆍ예방하고 바람직한 행동을 증가시키는 중재-반응 모델의 연구를 논의하였다.

Abstract

The purpose of this study was to (a) introduce evidence-based Response to Intervention (RTI) for early identification of at-risk students, assessment of students with emotional and behavioral disorders who need positive behavior support and (b) suggest to implement RTI to prevent and decrease problem behaviors and increase appropriate behaviors in schools resulting in expanding educational benefits for students. RTI consists of primary, secondary, and tertiary prevention. Primary prevention is universal interventions applied to all students in classrooms and schools. Secondary prevention is specialized interventions applied to at-risk students. Tertiary prevention is individualized intensive interventions applied students with chronic and intensive problem behaviors. In conclusion, (a) the problems of IDEIA's definition in identifying and assessing students with emotional and behavioral disorders and (b) the problems of currently using medical model in assessing emotional and behavioral disorders are discussed. Finally, it is suggested that training and providing teachers with knowledge and skills in behavior management and academic instructions are necessary to implement RTI with fidelity.

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