주의집중 자기점검법이 지적장애학생의 독립적 과제수행행동과 성취에 미치는 영향

Abstract

The purpose of this study was to investigate the effect of using self-monitoring of attention on the independent on-task behavior and task performance of students with intellectual disability. To achieve this purpose, this study selected three students with intellectual disability who had inattention and external control problem among those who received special education at elementary schools in C-city, C-province and trained them to self-monitor for attention. As a single subject research, the investigator found the independent on-task behavior and the result of accomplishment during the baseline period, intervention and maintenance period in order, using multiple probe baseline design across subjects. The investigator used some math problems as a independent question which is suitable for students' current level and needs the proficiency. And she measured task completion and accuracy as well as on-task behavior using timing sampling which divides 10 minutes for watching into 60 periods. The results of this study were as follows. First, all the surveyed students increased the independent on-task behavior more than baseline period after they implemented the self-monitoring of attention. Second, using only self-monitoring of attention improved students' accomplishment, that is task completion and accuracy even if it showed different results according to each student. Third, the effect of self-monitoring of attention was still maintained 3 weeks after the end of intervention. Therefore the self-monitoring of attention can be an effective way for students with intellectual disability who have low concentrations and show high dependent attitudes for studying to improve the independent on-task behavior and completion.