학급기반 기능적팀중재(Class-Wide Function-related Intervention Team)의 일반적 특성 분석 및 통합학급 적용 방안 고찰

Analysis of Atributes and Applicability of Class-Wide Function-related Intervention Team(CW-FIT) in Inclusive Classroom

본 연구의 목적은 학급기반 기능적팀중재를 적용한 국외 실험 연구의 특성을 분석, 발달장애 학생을 대상으로 학급기반 기능적팀중재를 실행한 연구의 동향을 살펴보고 통합학급에서 적용할 수 있는 방안을 고찰하고자 한다. 학급기반 기능적팀중재가 소개된 2010년부터 2023년까지 발표된 단일 대상 실험 논문 24편을 분석하였다. 연구대상자는 초등학생, 연구 장소는 일반학급이 가장 많았다. 독립변인은 학급기반 기능적팀중재의 1단계 지원만 실행한 연구가 가장 많았으며, 종속변인은 학생의 수업행동인 과제참여행동, 교사의 수업행동인 칭찬과 훈육을 가장 많이 측정하였다. 1편의 자폐성장애 학생의 행동 변화를 측정한 논문을 제외하고는 발달장애 학생에게 미치는 효과를 제시한 논문은 없었다. 국내의 경우 학교급, 연구 장소, 종속변인을 다양화 할 필요가 있다.

The purpose of this study is to analyze the characteristics of experimental research studies CW-FIT, to examine attributes and intervention method research for students with intellectual and autistic disabilities in the incusive classroom. Twenty-foursingle-subject research published from 2010, when CW-FIT was introduced, to 2023 were analyzed. The participants of the studies were mostly elementary school students, and the settings of the studies were mostly general classes. As for independent variables, most of the researches implemented only tier 1 support of CW-FIT. The dependent variablesin researchs were mostly students' on-task behavior in a group, and teachers’ praise and reprimand. 4.5% of research studies included students with intellectual disabilities as participants. One research studies included a student with autism. Few research studies measured the effects CW-FIT on students with developmental disabilities. In Korea, to promote inclusion, the students with developmental disabilities should be included in the future research studies Also, in future research, it is necessary diversifying the students age as a participants, and experimental settings as well as other school-wide dependent variables in Class-Wide Function-related Intervention (CW-FIT)