긍정적 행동지원이 통합학급 정신지체 아동의 수업 방해 행동과 수업 참여 행동에 미치는 효과

The Effects of Positive Behavior Support on the Problem Behaviors and the Academic Engagement Behaviors of A Student with Mental Retardation in an Inclusive Setting

본 연구는 긍정적 행동지원이 통합학급 정신지체 아동의 수업 방해 행동과 수업 참여 행동에 미치는효과를 규명해 보고자 하였다. 수업 방해 행동은 수업을 방해하는 다양한 행동으로 정의하였으며, 수업참여 행동은 기능적 행동 평가 과정에서 나타난 아동의 강점들을 행동 용어로 정의하였다. 기능적 행동평가 후 수업 방해 행동에 대한 가설검증을 실시하고 이를 바탕으로 배경사건 중재, 선생사건 중재, 대체행동 교수 중재와 후속사건 중재를 하였다. 연구 설계법으로는 가설검증을 위하여 반전설계를 실시하였고, 긍정적 행동지원의 효과를 검증하기 위해서 상황간 중다간헐기초선 설계를 적용하였다. 연구 결과, 긍정적 행동지원은 수업 시간에 나타나는 정신지체 학생의 수업 방해 행동 감소와 수업 참여 행동 증가에 비교적 효과적 이었다.

The purpose of this study was to investigate the effects of positive behavior support (PBS) intervention to reduce the problem behavior and to increase the academic engagement behavior of a student with mental retardation in inclusive education class. The subject of this study was a student with mental retardation in 3 inclusive classroom settings, Korean, English and Music class, of the general education classroom. The functional behavior assessment through the review of school records, the interview and observation led to the hypotheses of problem behaviors in natural context. The positive behavior support of the setting event, antecedent, alternative behavior, and consequence were designed and implemented by general education teachers, special education teacher and parents. Using multiple probe baseline design across settings, the frequency of the student’s problem behavior and academic engagement behaviors were measured using interval recording. The results of this study showed that the positive behavior support intervention resulted in a reduction of the frequency of problem behavior of a student in Korean, English and Music class. And it was maintained after 3 weeks later. Also, the positive behavior support intervention helped to increase the frequency of academic engagement behaviors of a student in Korean, English and Music class. And it was maintained after 3 weeks later. According to the study, it was revealed that PBS by stakeholders like general education teachers, special education teacher and parents in natural settings was an effective intervention.