가정과 연계한 긍정적 행동지원 프로그램이 발달장애아동의 식사행동에 미치는 효과

The Effect of Home-Linked Positive Behavior Support Program on Change of Table Manners of Students with Developmental Disabilities

본 연구는 가정과 연계한 긍정적 행동지원 프로그램이 발달 장애아동의 식사 행동에 미치는 효과를 알아보고자 하였다. 연구는 식사 행동에 문제를 가지는 3명의 발달 장애아동을 대상으로 하여 각 아동의 식사행동을 기능평가하고 선행사건과 후속결과를 분석하여 행동을 일으키는 요인에 대해 가설을 세워 선행사건과 후속결과를 중재함으로써 문제행동의 발생률을 감소시키고자 하는 긍정적 행동지원 프로그램을 계획하고 실시하였다. 이를 위해 가정과 연계하여 부모, 연구자, 담임교사로 이루어진 지원팀을 구성하고 함께 각 아동에 대한 정보를 공유하고 문제행동 개선을 위해 협의하였다. 그리하여 3명의 발달장애아동에게 가정과 연계한 긍정적 행동지원 프로그램을 실시한 결과 각 아동 모두 식사행동의 평균 발생률이 기초선보다 중재, 유지시에 감소되어 긍정적인 효과가 있음을 나타내었다.

The objective of this research is to study how the positive behavior support program for students with developmental disabilities of general middle schools through cooperation between home and school affects table manners of the children. The research issue established to achieve this objective is the effect of home-linked positive behavior support program on change of table manners of students with developmental disabilities When table manners was instructed in relation to home, AB design was applied to three children to investigate the effect on the change of table manners. The independent variable of this research includes positive behavior supports achieved in relation to home, such as precedent event intervention and follow-up result intervention, and the dependent variable is the change in table manners of the students with developmental disabilities. After interventions on table manners were made ar home and in school, the effectiveness was measured on the basis of intervention results under school food-supply conditions. A week after the intervention, the table manners of the target children was observed for 5 consecutive sessions. The research issue established on how home-linked positive behavior support affects the change of table manners of students with developmental disabilities is concluded as follows:First, The incidence rate of problem behavior for the target students was high at the baseline but decreased after home-linked positive behavior support intervention started. Second, even after positive behavior support interventions were over, the effect of the interventions was maintained for all of the target students. Thus, in this research, positive behavior support through functional evaluation of problem behaviors and appropriate interventions was found to be very effective in decreasing inappropriate behaviors and increasing and maintaining desirable behaviors.