ADHD아동의 학급중심 응용행동분석적(ABA)행동중재효과: 일반학급 모형 방과후 교실에서의 사례연구
Effect of Teacher's Applied Behavior Analytic Techniques in General Education Class to Manage Inappropriate Behaviors of Children with ADHD
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최근 주의력결핍과잉행동장애(ADHD) 아동의 학급중심 응용행동분석적(ABA) 행동중재의 효과와 현장활용 필요성이 많은 연구근거들을 통해 상당한 지지를 받고 있다. 본 연구는 초등학교 1학년에 재학하고 있는 ADHD 아동을 대상으로 방과후 학습활동 환경 내에서 학급중심 응용행동분석적 행동중재의 효과를 지지할 수 있는 사례연구를 실시하였다. 연구설계는 AB설계를 사용하였으며, 본 연구의 표적행동은 자기 자신과 다른 사람의 학습을 방해하는 방해성(disruptive) 행동과 과제이행 행동으로 설정되었다. 중재는 표적행동에 대한 응용행동분석적 행동중재를 활용하여 아동의 일반학급 모형 방과후 수업을 맡은 담당교사에 의해 실행되었다. 학급중심 응용행동분석적 중재결과로서 중재대상 아동의 학급내 방해성 행동이 감소되었으며, 수업 중 과제이행 행동이 증가되었다.
Abstract
Several researches have been supporting the educational effect of school-based applied behavior analysis(ABA) in supporting positive behaviors for children with attention deficit hyperactivity disorders. The present study examined the effect of teacher's implementation of ABA-based intervention in class to manage disruptive behaviors of children with ADHD. Two children with ADHD, twenty of typically developing children, and a general education teacher participated in the study. The teacher was trained how to utilize the behavior intervention in class and implement a classroom-based ABA program to manage disruptive behaviors of a child with ADHD in the class. The results showed that the intervention produced decrease in disruptive behaviors and increase in on-task behaviors of the subject. Also, the intervention promoted peer acceptance for the subjects by their typically developing classmates.
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