본문 바로가기
KERD
논문KCI 등재

언어적 피드백과 정적강화를 포함하는 지역사회중심 자기관찰 프로그램이 지하철에서 발생하는 발달장애인의 문제행동에 미치는 효과

Assessing the Effectiveness of a Community - Based Self - monitoring Program Including Verbal Prompts and Positive Reinforcement to Reduce Problem Behaviors of People with Developmental Disorders in a Public Transit Setting

정경미|김남호
한국재활심리학회 (Korean Association For Rehabilitation Psychology)|2016.12|재활심리연구 (The Korean Journal of Rehabilitation Psychology)|제23권 제4호|pp. 739-757

0

조회

0

다운로드

3

인용

0

참고문헌

키워드

지역사회발달장애problem behaviors문제행동self-monitoring지하철자기관찰community-baseddevelopmental disorderssubway
주제분류심리과학

초록

발달장애는 그 장애의 특성상 문제행동을 보일 가능성이 높으며, 이러한 문제행동은 발달장애인의 학교, 가정, 직장 등 지역사회에서의 적응을 어렵게 한다. 자기관찰은 학습이론에 근거하여 치료자의 중재 없이 발달장애인 스스로 자신의 행동을 관찰하고 평가하는 방법으로 개인의 독립성을 증진시키는데 효과적인 것으로 밝혀졌다. 따라서 본 연구에서는 자기관찰을 포함한 행동주의 방법이 지하철 이용 시 발생하는 발달장애인의 문제행동을 감소시키는지 조사하였다. 이를 위해 평균 17주(13주-24주)동안 3명의 발달장애인을 대상으로 자기관찰 교육, 언어적 피드백, 정적 강화로 구성된 자기관찰 프로그램을 적용하였다. 이후, 문제행동 변화 정도를 평가하기 위해 직접 관찰과 일반화 관찰을 통해 얻은 자료를 시각 분석하고 PEM을 추가적으로 산출하였다. 연구 결과, 기저선에 비하여 자기관찰 프로그램 단계에서 모든 참가자의 문제행동이 감소하고, 참가자 2를 제외한 모든 참가자들에게서 자기관찰 프로그램 효과가 유지되었다. 또한 문제행동 감소폭이 다소 제한적이지만 모든 참가자에게서 자기관찰 프로그램 효과가 치료자가 없는 상황까지 일반화됨을 알 수 있었다. 이 같은 결과를 바탕으로 본 연구의 함의와 의의에 더불어 한계점 및 후속 연구를 위한 제언을 논의하였다.

Abstract

Self-monitoring has been successfully implemented in clinical settings as an alternative to teacher-managed activities. This multiple baseline design study examined the effectiveness of self-monitoring in reducing problematic behaviors of people with developmental disorders in public transit settings; specifically, the subway. Data from three participants was collected in both educational/training and the public subway settings over a 13-to 24-week period. After assessing the initial baseline conditions, interventions were implemented; verbal prompting and positive reinforcement were utilized and participants were taught, in both educational/training and general public settings, to self-monitor their problem behaviors. During the maintenance phase, intervention contingencies were withdrawn. Findings showed that the problem behaviors of participants significantly decreased after the implementation of interventions; however, maintenance results varied. Data also indicated that the interventions utilized improved the social skills of participants across multiple settings. Implications and limitations are further discussed.

참고문헌 (68)

  1. 강윤석, "지적장애아동 평가를 위한 전반적 기능평가척도(C-GAS)의 신뢰도", Korean Journal of Clinical Psychology, 32(4), pp.875~885 (2013), 한국임상심리학회
  2. 김명선, "심리장애 진단아동의 K-CBCL 아동 청소년 행동평가척도 군집분석", Korean Journal of Clinical Psychology, 33(4), pp.675~693 (2014), 한국임상심리학회
  3. 김민희, "정신과적 장애가 있는 아동의 문제 행동의 종류와 심각도가 부모 양육 스트레스에 미치는 효과", Korean Journal of Clinical Psychology, 30(3), pp.747~765 (2011), 한국임상심리학회
  4. 김영아, "한국판 CBCL 1.5-5의 표준화 연구", Korean Journal of Clinical Psychology, 28(1), pp.117~136 (2009), 한국임상심리학회[DOI]
  5. 박승희, "정신지체 학생의 지역사회 기능에 필요한기능적 어휘 목록 개발 연구", 재활복지, 3(1), pp.23~57 (1999)
  6. 박윤하, "시각적 단서와 관찰의 단계적 소거를 적용한 지역사회중심 교수가 자폐 청소년의 지하철 이용하기 수행에 미치는 효과", 정서·행동장애연구, 20(2), pp.217~250 (2004), 한국정서·행동장애아교육학회
  7. 서경희, "전반적 발달장애의 분류 및 진단상의 논쟁점", 재활심리연구, 8(1), pp.159~177 (2001)
  8. 송영혜, "발달장애아의 중재에 있어서 심리학적 서비스에 관한 연구", 재활심리연구, 7(1), pp.175~185 (2000)
  9. 신혜연, "발달장애 아동의 부모를 위한 행동주의적 부모교육의 효과성 연구: 이론교육과 실습교육의 비교", Korean Journal of Clinical Psychology, 33(2), pp.221~242 (2014), 한국임상심리학회
  10. 유성종, "감각운동 프로그램이 발달장애아동의 상동행동에 미치는 영향", 재활심리연구, 16(1), pp.1~20 (2009), 한국재활심리학회
  11. 이민주, "문제행동을 가진 발달장애 아동을 위한 부모-아동 상호작용 관찰 체크리스트(PCI-D)의 개발", 재활심리연구, 23(2), pp.367~395 (2016), 한국재활심리학회
  12. 장현숙, "발달장애인의 부모와 교육관계자의 삶의 질 예측 변인–환경 변인, 문제행동, 부모", 교육관계자의 심리적 특성을 중심으로, 2015, pp.22(3), 441~463[DOI]
  13. Bates, P. E., "Simulated and community-based instruction involving persons with mild and moderate mental retardation", Research in Developmental Disabilities, 22(2), pp.95~115 (2001)
  14. Brickey, M., "Vocational histories of sheltered workshop employees placed in projects with industry and competitive jobs", Mental Retardation, 20(2), pp.52~57 (1982)
  15. Briere, D. E. Ⅲ, "Self-monitoring interventions for at-risk middle school students : The importance of considering function", Behavioral Disorders, 36(2), pp.129~140 (2011)
  16. Briesch, A. M., "Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors(1988–2008)", School Psychology Quarterly, 24(2), pp.106~118 (2009)
  17. Bruhn, A., "Self-monitoring interventions for students with behavior problems : A systematic review of current research", Behavioral Disorders, 40(2), pp.102~121 (2015)
  18. Carmien, S., "Sociotechnical environments supporting people with cognitive disabilities using public transportation", Transactions on Computer-Human Interaction(ToCHI), 12(2), pp.233~262 (2005)
  19. Certo, N., "Community transportation : Teaching severely handicapped students to ride a public bus system", Teaching The Severely Handicapped, 2, pp.147~232 (1977)
  20. Chafouleas, S. M., "An evaluation of a classwide intervention package involving self-management and a group contingency on classroom behavior of middle school students", Journal of Behavioral Education, 21(1), pp.34~57 (2012)
  21. Chung, M. C., "Investigating burnout and psychological well‐being of staff working with people with intellectual disabilities and challenging behaviour : The role of personality", Journal of Applied Research in Intellectual Disabilities, 22(6), pp.549~560 (2009)
  22. Cihak, D. F., "An investigation of instructional scheduling arrangements for community-based instruction", Research in Developmental Disabilities, 25(1), pp.67~88 (2004)
  23. Davis, T. N., "A comparison of self-monitoring with and without reinforcement to improve on-task classroom behavior", Journal of School Counseling, 12(12), pp.1~23 (2014)
  24. Dawson, G., "Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model", Pediatrics, 125(1), pp.17~23 (2010)
  25. Dunlap, L. K., "Using self-monitoring to increase independence", Teaching Exceptional Children, 23(3), pp.17~22 (1991)
  26. Elder, J. H., "In-home training for fathers of children with autism : A follow up study and evaluation of four individual training components", Journal of Child and Family Studies, 20(3), pp.263~271 (2011)
  27. Estes, A., "Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay", Autism, 13(4), pp.375~387 (2009)
  28. Farmer, C. A., "Aggressive behavior in a sample of children with autism spectrum disorders", Research in Autism Spectrum Disorders, 5(1), pp.317~323 (2011)
  29. Fitzpatrick, S. E., "Aggression in autism spectrum disorder : Presentation and treatment options", Neuropsychiatric Disease and Treatment, 12, pp.1525~1538 (2016)
  30. Freeman, K. A., "Using self-monitoring with an adolescent with disruptive classroom behavior preliminary analysis of the role of adult feedback", Behavior Modification, 28(3), pp.402~419 (2004)
  31. Grossi, T. A., "Using self-evaluation to improve the work productivity of trainees in a community-based restaurant training program", Education and Training in Mental Retardation and Developmental Disabilities, 33(3), pp.248~263 (1998)
  32. Gureasko-Moore, S., "Self-management of classroom preparedness and homework : Effects on school functioning of adolescents with attention deficit hyperactivity disorder", School Psychology Review, 36(4), pp.647~664 (2007)
  33. Harris, K. R., "Self-monitoring of attention versus self-monitoring of academic performance effects among students with ADHD in the general education classroom", The Journal of Special Education, 39(3), pp.145~157 (2005)
  34. Hastings, R. P., "Child behaviour problems and partner mental health as correlates of stress in mothers and fathers of children with autism", Journal of Intellectual Disability Research, 47(45), pp.231~237 (2003)
  35. Horner, R. H., "Problem behavior interventions for young children with autism : A research synthesis", Journal of Autism and Developmental Disorders, 32(5), pp.423~446 (2002)
  36. Horner, R. H., "Educational support for students with severe problem behaviors in Oregon : A descriptive analysis from the 1987–1988 school year", Research and Practice for Persons with Severe Disabilities, 17(3), pp.154~169 (1992)
  37. Johnson, C. R., "Development of a parent training program for children with pervasive developmental disorders", Behavioral Interventions, 22(3), pp.201~221 (2007)
  38. Jones, E., "Restraint and self-injury in people with intellectual disabilities : A review", Journal of Intellectual Disabilities, 11(1), pp.105~118 (2007)
  39. Kazdin, A. E., "Reactive self-monitoring : The effects of response desirability, goal setting, and feedback", Journal of Consulting and Clinical Psychology, 42(5), pp.704~716 (1974)
  40. Kelley, K. R., "Effects of picture prompts delivered by a video iPod on pedestrian navigation", Exceptional Children, 79(4), pp.459~474 (2013)
  41. Koegel, L. K., "Improving social skills and disruptive behavior in children with autism through self management", Journal of Applied Behavior Analysis, 25(2), pp.341~353 (1992)
  42. Koegel, R. L., "Extended reductions in stereotypic behavior of students with autism through a self management treatment package", Journal of Applied Behavior Analysis, 23(1), pp.119~127 (1990)
  43. LaGrow, S., "Independent travel for developmentally disabled persons : A comprehensive model of instruction", Research in Developmental Disabilities, 11(3), pp.289~301 (1990)
  44. Laugeson, E. A., "Using a CBT approach to teach social skills to adolescents with autism spectrum disorder and other social challenges : the PEERS® method", Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(1), pp.84~97 (2014)
  45. Lerman, D. C., "Skill acquisition in parents of children with developmental disabilities : Interaction between skill type and instructional format", Research in Developmental Disabilities, 21(3), pp.183~196 (2000)
  46. Ma, H. H., "An alternative method for quantitative synthesis of single-subject researches percentage of data points exceeding the median", Behavior Modification, 30(5), pp.598~617 (2006)
  47. Mace, F. C., "Theories of reactivity in self-monitoring : A comparison of cognitive-behavioral and operant models", Behavior Modification, 9(3), pp.323~343 (1985)
  48. Maletzky, B. M., "Behavior recording as treatment : A brief note", Behavior Therapy, 5(1), pp.107~111 (1974)
  49. Matson, J. L., "The effect of autism spectrum disorders on adaptive independent living skills in adults with severe intellectual disability", Research in Developmental Disabilities, 30(6), pp.1203~1211 (2009)
  50. McDonnell, J. J., "Secondary programs for students with developmental disabilities" (1991), Allyn & Bacon
  51. Mechling, L., "Computer-based video instruction to teach students with intellectual disabilities to use public bus transportation", Education and Training in Autism and Developmental Disabilities, 45(2), pp.230~241 (2010)
  52. Misra, A., "Generalization of social skills through self-monitoring by adults with mild mental retardation", Exceptional Children, 58(6), pp.495~507 (1992)
  53. National Research Counsil., "Educating children with autism" (2001), The National Academies Press
  54. Neef, N. A., "Public transportation training : In vivo versus classroom instruction", Journal of Applied Behavior Analysis, 11(3), pp.331~344 (1978)
  55. Nelson, R. O., "Theoretical explanations for reactivity in self-monitoring", Behavior Modification, 5(1), pp.3~14 (1981)
  56. Orsmond, G. I., "Peer relationships and social and recreational activities among adolescents and adults with autism", Journal of Autism and Developmental Disorders, 34(3), pp.245~256 (2004)
  57. Pierce, K. L., "Teaching daily living skills to children with autism in unsupervised settings through pictorial selfmanagement", Journal of Applied Behavior Analysis, 27(3), pp.471~481 (1994)
  58. Reid, R., "Research in self-monitoring with students with learning disabilities : The present, the prospects, the pitfalls", Journal of Learning Disabilities, 29(3), pp.317~331 (1996)
  59. Rojahn, J., "The behavior problems inventory : An instrument for the assessment of self-injury, stereotyped behavior, and aggression", destruction in individuals with developmental disabilities, 2001, pp.31(6), 577~588
  60. Rutner, I. T., "An experimental procedure for the modification of psychotic behavior", Journal of Consulting and Clinical Psychology, 33(6), pp.651~653 (1969)
  61. Sitlington, P. L., "An analysis of employer incentive rankings relative to the employment of persons with mental retardation", Education and Training in Mental Retardation, 27(1), pp.75~80 (1992)
  62. Stasolla, F., "Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD", Research in Autism Spectrum Disorders, 8(5), pp.472~479 (2014)
  63. Thomas, E. J., "Self-monitoring and reciprocal inhibition in the modification of multiple tics of Gilles de la Tourette’s syndrome", Journal of Behavior Therapy and Experimental Psychiatry, 2(3), pp.159~171 (1971)
  64. Waller, R. J., "A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors", Beyond Behavior, 19(2), pp.7~13 (2008)
  65. Wasfi, R., "The transportation needs of people with developmental disabilities" (2007), University of Minnesota Center for Transportation Studies
  66. Webber, J., "Research on self-monitoring as a behavior management technique in special education classrooms a descriptive review", Remedial and Special Education, 14(2), pp.38~56 (1993)
  67. Weiss, M. J., "Differential rates of skill acquisition and outcomes of early intensive behavioral intervention for autism", Behavioral Interventions, 14(1), pp.3~22 (1999)
  68. Westling, D., "Teaching students with severe disabilities", pp.30~55 (2000), Prentice Hall

관련 논문AI추천

비디오 자기모델링과 자기점검 연합 중재가 지적장애 청소년의 지역사회이동 기술에 미치는 효과김웅희, 이혜림한국특수아동학회 · 특수아동교육연구2022 · 제24권 제1호시각적 단서와 관찰의 단계적 소거를 적용한 지역사회중심 교수가 자폐 청소년의 지하철 이용하기 수행에 미치는 효과박승희, 박윤하한국정서행동장애학회 · 정서·행동장애연구2004 · 제20권 제2호사회적 기술 교육이 발달장애 성인의 사회적 의사소통, 사회적 행동, 자기효능감에 미치는 영향곽승철, 정다예국립특수교육원 · 특수교육연구2025 · 제32권 제3호자기결정교수학습모형(SDLMI)에 기초한 자기옹호 및 자기관리 훈련이 주거시설 지적장애인의 자기결정 및 자기점검행동에 미치는 영향백은희, 서영희한국특수교육문제연구소 · 특수교육저널:이론과 실천2023 · 제24권 제1호지역사회중심교육이 발달장애인의 도전적 행동 완화에 미치는 영향이향란한국장애인평생교육복지학회 · 장애인평생교육복지연구2025 · 제11권 제2호자기관리를 위한 자기점검 피드백 프로그램이 자폐성 아동의 과잉행동 및 충동행동에 미치는 영향이진숙한국행동분석학회 · 행동분석ㆍ지원연구2025 · 제12권 제3호

이 간행물의 다른 논문 (12건)

키워드 네트워크 방법론을 통한 재활심리연구의 연구주제 동향 분석정명선, 한건환pp. 645-656학령기 중증장애아동의 문화 및 여가활동 지원에 대한 탐색적 연구김성태, 공마리아pp. 657-671대학생의 소명, 진로적응성, 삶의 의미와 진로결정수준의 관계김영석, 이상희pp. 673-689다문화여성의 자아분화와 색채반응성 유형 - 심리치료 방안에 대한 함의 -정영숙pp. 691-708하모니카를 활용한 음악치료프로그램이 뇌졸중환자의 호흡기능과 구강운동기능 향상에 미치는 영향이유지, 강경선pp. 709-724
원문 보기