통합학급에서의 교수적 수정 프로그램이 자폐성장애 아동의 문제행동과 수업참여행동에 미치는 효과

Effects of Instructional Adaptation Program on the Problem Behavior and Class Participation Behavior of the Child with Autism in the Inclusive Classroom

본 연구의 목적은 통합학급에서의 교수적 수정 프로그램이 자폐성장애 아동의 문제행동과 수업참여행동에 미치는 효과를 알아보는 데 있었다. 연구대상은 3학년 자폐성장애 아동 1명이었고, 실험설계는 상황간 중다기초선설계를 사용하였다. 실험은 5～7월에 회기당 40분으로 사회과 13회기(기초선 3, 중재 10), 과학과 17회기(기초선 6, 중재 11), 수학과 20회기(기초선 9, 중재11) 동안 진행되었다. 연구의 결과 첫째, 통합학급에서의 교수적 수정 프로그램은 자폐성장애 아동의 사회, 과학, 수학 수업 시간 문제행동 발생률을 감소시켰으며, 그 하위 영역인 ‘부적절한 자세’와 ‘과제이탈행동’의 발생률도 감소시켰다. 둘째, 통합학급에서의 교수적 수정 프로그램은 자폐성장애 아동의 사회, 과학, 수학 수업 시간 수업참여행동 발생률을 증가시켰으며, 그 하위 영역인 ‘과제수행행동’과 ‘교사의 지시 따르기’ 발생률도 증가시켰다.

Inclusive education starts from the right that students with disabilities learn together with friends of the same age in general classroom and appropriate supports of their special educational needs. The curricular inclusion is currently emphasized for the effective full inclusion in Korea. In order to carry out it, curriculum modification or instructional adaptation is necessary. The purpose of this study was to investigate the effects of Instructional Adaptation Program on the problem behavior and class participation behavior of child with autism in the inclusive classroom. The participant was selected the boy with autism who attended in 3rd grade of elementary school and enrolled in special classroom partially. As the independent and dependent variables of this study were Instructional Adaptation Program, the problem behavior and class participation behavior, the design was applied the multiple baseline design across settings. The results are as follows : First, as Instructional Adaptation Program was applied to the instruction in the inclusive classroom, the occurrence rate of the problem behavior (i.e. inappropriate attitude & off-task behavior) was decreased in Social studies, Science and Mathematics. Second, as Instructional Adaptation Program was applied to the instruction in the inclusive classroom, the occurrence rate of the class participation behavior (i.e. on-task behavior & follow the directions) was increased in Social studies, Science and Mathematics. In conclusion, Instructional Adaptation Program was one of effective methods on decrease of the problem behavior and increase of the class participation behavior of child with autism and also contributive on the quality of the class.