긍정적 행동지원이 장애학생의 수업방해 행동에 미치는 효과

Effects of Positive Behavior Support on the Class-disturbance Behaviors of Students with Disability

본 연구는 일반초등학교 통합학급에서 수업을 받고 있는 장애학생 세 명을 대상으로, 학생들에게 나타나는 수업방해 행동에 대해 기능평가하고, 이를 기초로 긍정적 행동지원 중재가 대상학생들의 수업방해 행동 감소에 어떠한 영향을 미치는지와 감소된 수업방해 행동이 중재가 종료된 후에도 유지되는지를 알아보기 위함이었다. 본 연구를 통해 얻어진 결과는 다음과 같다. 첫째, 대상 학생 세 명의 수업방해 행동은 기초선 단계에서는 높은 발생률을 나타냈으나, 긍정적 행동지원 중재가 시작된 후 점차 감소하였다. 둘째, 긍정적 행동지원 중재를 통해 나타난 통합학급에서의 수업방해 행동의 감소는 중재가 종료된 후에도 유지되었다. 결론적으로, 긍정적 행동지원은 통합 환경에서 보여지는 장애학생의 수업방해 행동을 감소시키는데 효과가 있고, 이러한 결과를 유지시키는데도 효과적이다.

The purpose of the present study was twofold. First, it investigated how the positive behavior support intervention based on functional assessment for the class-disturbance behaviors that students with disabilities show influenced on the decrease of class-disturbance behaviors. Second, it also examined whether the decreased class-disturbance behaviors was maintained after the intervention was closed. The subjects were three students with disabilities in an inclusive classroom at an elementary school. The results were as follows. First, the rate of class-disturbance behaviors of the students was high in the baseline, but it has been decreased gradually after the positive behavior support intervention began. Second, the decrease of the class -disturbance behaviors by the positive behavior support intervention was maintained after the intervention was closed. Therefore, the positive behavior support intervention was effective for both the decrease of the class-disturbance behaviors of students with disabilities in the inclusive settings and its maintenance. Discussion for the results was provided, too.