개별화된 긍정적 행동지원이 자폐성장애학생의 공격행동과 수업참여행동에 미치는 영향

The Effects of Individualized Positive Behavior Support on The Aggressive Behavior and on-Task Behavior of a High School Student with Autism Spectrum Disorder

본 연구는 개별화된 긍정적 행동지원이 특수학교 자폐성장애 고등학생의 공격행동(자해행동, 상해행동, 파괴행동)과 수업참여행동(1:1 대응하기, 지시 따르기, 과제 수행하기)에 미치는 효과를 검증하고자 하였다. 본 연구는 자폐성장애 학생 1명을 대상으로, 교과수업을 하는 교실, 아침운동을 하는 운동장, 점심식사를 하는 식당에서 상황 간 중다 간헐 기초선 설계를 적용하였다. 기능적 행동평가를 기초로 경쟁행동모델에 따라 배경 및 선행사건 중재, 대체 행동 중재, 후속결과 중재가 포함된 긍정적 행동지원 중재를 계획하고 적용하였다. 자료분석은 부분 동간 기록법을 사용하였으며, 측정된 자료는 시각적 그래프와 비중복 비율로 나타내었다. 본 연구의 결과는 개별화된 긍정적 행동지원이 자폐성장애 고등학생의 공격행동을 감소시키고, 수업참여행동을 증가시키는데 효과가 있다는 것을 보여주었다.

The purpose of this study was to find out the effects of individualized positive behavior support(PBS) on the aggressive behavior and on-task behavior of a male high school student with autism spectrum disorder(ASD) in special school. The research questions were whether individualized PBS intervention affects the on-task behavior and aggressive behavior of a high school student with ASD in special school. The subjects of this study showed the self-injurious behavior and aggressiveness toward others in school. The on-task behavior in this study involved following direction and task performance in classroom. Functional behavior assessment was conducted using direct observation, interview with parents and teachers, motivational checklist(MAS) and student’s personal file. The antecedent strategies were environmental reconstruction, high-probability request sequence intervention, and modifying the task contents. Alternative behavioral strategy was echoic to mand training. Consequent strategies were differential reinforcement of alternative behavior (DRA), differentiating the quality of reinforcer according to the behavior and crisis management plan. As a research design, this study utilized multiple probe baseline design across settings (cafeteria, gymnasium and classroom). Twenty minutes of observation using a partial interval recording was utilized as a recording system. The results showed that individualized PBS intervention increased the rates of on-task behavior and reduced the rates of aggressive behavior of a student with ASD in 3 settings, cafeteria(lunch time), gymnasium(the P.E. class) and classroom(the Korean language class). Further study would be needed to reveal the functional relationship between on-task behavior and aggressive behavior across various settings and behaviors in the classroom.