예방･교수･강화 프로그램이 통합유치원 발달지체 유아의 도전행동과 바람직한 행동에 미치는 영향

Effects of the Prevent-Teach-Reinforce Program on Challenging and Desirable Behavior of Young Children With Developmental Delays in an Inclusive Kindergarten Classroom

본 연구는 유아프로그램에서의 예방･교수･강화 모델이 통합유치원 발달지체 유아의 도전행동과 바람직한 행동에 미치는 영향을 알아보고자 실시하였다. 이를 위해 A시에 위치한 통합유치원에 재원 중인 유아 중 발달지체로 선정･배치 받은 만3세 유아를 대상으로 대상자 간 중다 간헐 기초선 설계를 사용하여 단일대상연구를 실시하였다. 프로그램의 효과를 분석하기 위해 시각적 분석 및 효과크기를 산출하였다. 이와 같은 과정을 통하여 도출된 결과는 다음과 같다. 첫째, 통합유치원 발달지체 유아 3명에게 예방･교수･강화 프로그램을 적용한 결과 유아들의 도전행동은 감소했으며, 감소의 유지에도 긍정적인 영향을 미쳤다. 둘째, 통합유치원 발달지체 유아 3명에게 예방･교수･강화 프로그램을 적용한 결과 유아들의 바람직한 행동은 증가했으며, 증가의 유지에도 긍정적인 영향을 미쳤다. 이와 같은 예방･교수･강화 프로그램 실시에 따른 행동의 변화를 바탕으로 통합유치원에서 교사 및 학부모의 협력을 기반으로 실시하는 행동중재 방안에 대한 함의를 논의하였다.

The purpose of this study is to investigate the effects of the Prevent-Teach-Reinforce program on the challenging and desirable behaviors exhibited by young children with developmental delays within an inclusive kindergarten classroom. Three-year-old children, each experiencing developmental delays, were selected from an inclusive kindergarten. Following this selection process, these children participated in an intervention employing the Prevent-Teach-Reinforce program for Young Children. This research adopted a single-subject design methodology and proceeded through sequential phases—including baseline, intervention, and maintenance—utilizing the multiple probe design across participants. The target behaviors, encompassing both challenging and desirable behaviors, were systematically observed using the partial-interval recording and the controlled presentations recording. In addition, to analyze the effectiveness of the intervention, visual analysis and effect size calculations were performed. The findings of this study are delineated as follows: First, the implementation of the Prevent-Teach-Reinforce model among the three young children with developmental delays within the inclusive kindergarten context led to a notable reduction in challenging behaviors—with this reduction effectively maintained. Second, after implementing the Prevent-Teach-Reinforce model, there was an improvement in desirable behaviors exhibited by the young participants, which contributed positively to the maintenance of the behaviors’ enhancement. Consequently, these findings show the effectiveness of the Prevent-Teach-Reinforce program in reducing challenging behaviors and promoting desirable behaviors among young children with developmental delays in inclusive kindergarten settings. Based on the findings from this study, implications for behavior intervention measures implemented based on cooperation between teachers and parents in an inclusive kindergarten classroom were discussed.