긍정적 행동지원(PBS)이중증 자폐성 장애아동의 문제행동에 미치는 효과

The Effects of Positive Behavior Support(PBS) Intervention for a Student with Severe Autistic Disorder

이 연구는 특수학교 초등학교 6학년에 재학 중인 중증 자폐성 장애아동의 문제행동(자해행동, 학급 이탈행동, 자위행동)에 대한 긍정적 행동지원 중재의 효과를 규명해 보고자 하였다. 심각한 문제행동을 나타내는 아동을 대상으로 문제행동에 대한 기능평가를 실시하고 기능평가 결과를 통해 도출된 가설을 기초로 배경사건 중재, 선행사건 중재, 대체행동 교수 중재와 후속결과 행동 중재를 하였다. 연구설계법으로는 행동간 중다기초선 설계방법을 이용하였고, 관찰은 지속시간 기록법을 사용하여 중재의 효과를 검증하였다. 연구 결과, 긍정적 행동지원 중재는 수업시간에서의 연구대상 아동의 문제행동 지속시간 감소에 효과적이었다.

The purpose of this study was to identify the effects of positive behavior support(PBS) intervention on problem behaviors of a student with severe autistic disorder in special school. The target behaviors were three, hitting his own head, getting out of the class, and masturbation (touching his genital organ) during his studying time at school. The functional behavior assessment led to the hypotheses for problem behaviors in natural context like class teaching at school. The positive behavior support of setting event, antecedent, alternative behavior, and consequence behavior intervention were designed using multiple baseline design across behaviors. The frequency of student’s problem behavior was measured using duration time recording. The results of the study were as follows. Firstly, the positive behavior support intervention resulted in a reduction in the duration time of striking his own head, getting out of the class, and masturbation during his teaching time at school. Secondly, the decrease of the striking his own head, getting out of the class, and masturbation by the positive behavior support intervention was maintained after the intervention. Follow up studies were recommended with different categories of subjects with disabilities for generalization of PBS intervention.