발달장애 아동 및 학생을 위한 행동지원에 대한 국내 연구 고찰

A Review of the Behavior Support for a Child with Developmental Disability

The purpose of this research is to analyze behavior support trends by examining children with developmental disability and studies on the behavior support of children conducted by the domestic educational community for the retarded. This research analyzed 50 experimental research articles printed in domestic academic journals from 1999 until 2006 according to the research purposes. The results of this analysis are as follows: First, with the disability pattern as the research subject, the largest number of research papers 19 of the 50 articles in were on mentally retarded children and students; the second largest number of papers accounting for 14 were on autistic children and students ; the next 7 papers were on children and students with emotional disturbance and behavior disabilities. Secondly, as for the environment used for behavior support, more than 70% of selected research papers were done in the educational environment where subject students go to. Thirdly, according to this research on behavior support methods, the largest number of support methods accounting for 9 papers[18%] were activity-centered intervention [fun fair, art, and music included]; the next were cognition strategy[self-examination included], function evaluation and positive behavior support accounting for 7 papers[l4%] respectively; functional objective-centered teaching and language-centered behavior support method accounted for 5 papers[4%] individually, and the rest accounted for 4 papers[4%]. The fact that there are a lot of research papers applying activity-centered methods to their object children and students with developmental disability is thought to be related to the recently ever-creasing concern for treatment and education using activities such as music, fun fair, and art.