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학교(school-setting)에서의 긍정적 행동지원(PBS)이 정신지체학생의 문제행동에 미치는 효과

The Effects of Positive Behavior Support in School Setting on Problem Behaviors for Students with the Mentally Retarded

여광응|김정선
국립특수교육원 (National Institute of Special Education)|2005.06|특수교육연구 (Journal of Special Education)|제12권 제1호|pp. 305-338

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참고문헌

키워드

협력collaborationproblem behaviors문제행동긍정적 행동지원positive behavior supportPBS

초록

본 연구는 특수학교 상황에서의 긍정적 행동지원의 효과를 규명해 보고자 문제행동이 발생하는 학교현장에서 학교교육과정에 근거한 규칙을 적용하고, 문제행동을 하는 대상학생을 중심으로 하는 자연스러운 지원팀의 협력을 시도하는 학교(school-setting)에서의 긍정적 행동지원을 실시하였다. 문제행동을 나타내는 초등부 정신지체학생 3명을 대상으로 기능평가에 따른 선행조건중재, 대안기술교수중재, 후속결과중재 및 생활방식중재의 중다요소 중재를 실시하기 위하여 학교교육과정에 근거한 학교 규칙을 개발하고 학급차원의 생활규칙을 적용하여 학교 인적구성원들의 협력적 접근을 시도하였다. 그 결과 학교규칙을 적용한 학교에서의 긍정적 행동지원은 정신지체학생의 문제행동 감소에 효과적이었으며 문제행동의 감소에는 유형별 특징이 나타났다. 대상 학생을 둘러싼 인적구성원들의 협력적 지원은 기능평가와 학교상황의 중재, 인적구성원의 체재개선 등에 영향을 미쳤다. 후속연구로서 학교차원(school-wide)의 긍정적 행동지원으로 발전시키기 위한 학교 관리체제의 개선에 관한 실천적 연구를 제언하였다.

Abstract

This study through the application of the Positive Behavior Support on three students with mental retardation, investigates positive effects on their behavioral problems. For this, interviews, personal observations, and technical skills were examined, records were reviewed, and a functional assessment in terms of the behavioral problems were put into the effects and the intervention of multiple strategies that were based on the school's education curriculum were put into effect. The living regulations on school environment and the team approach of school staffs was applied in the study. The results of the study are as follows: There were positive effects on the reducing of behavioral problems through the Positive Behavior Support. The reasons of the reduction of behavioral problems in the school were that through the use of the Positive Behavior Support, the cause of behavioral problems were grasped using the functional assessment, a multiple intervention that were appropriate for the situation at school. Also, the support of the professional staffs that surrounded the subject enabled the functional assessment and intervention to take place efficiently and this affected the improvement system that surrounded the subject. The fact that this research was based on the behavioral problems that happened in the education process of the school environment, and the fact that the natural cooperation of the volunteers that were centralized around the subject student was attempted widened the perspective of the approach of behavioral problems.

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