개별차원의 긍정적 행동지원이 지체장애 초등학생의 수업방해 행동에 미치는 영향

The Effects of Individualized Positive Behavior Support on Classroom Disruptive Behavior of an Elementary School Student with Physical Disabilities in Special School

본 연구는 개별차원의 긍정적 행동지원(Positive Behavior Support; PBS)이 지체장애 초등학생의 수업방해 행동에 미치는 영향을 알아보기 위해 실시되었다. 이를 위해 1명의 지체장애 초등학생을 선정하였으며, 연구 설계는 상황 간 중다 기초선 설계(multiple baseline design across settings)로, 교실, 미술실, 체육관 총 세 개 환경에서 관찰하였다. 기능적 행동평가를 실시하여 지체장애 초등학생의 “손차”, “안마”, “힘”이라고 반복적으로 말하며 교사를 향해 손을 뻗는 행동을 수업방해행동으로 정의하고, 개별화된 긍정적 행동지원 중재를 제공하였을 때 수업방해행동의 변화 양상을 관찰하였다. 중재 방법은 선행사건 중재로 또래도우미, 자리배치 수정, 다른 학생 칭찬 언급하기를 사용하였다. 대체행동교수로는 질문카드를 사용하였고, 후속사건 중재로 대체행동 시 즉각적인 칭찬을 했고, 도전행동 발생 시 소거 및 대체행동을 제시하였다. 그 결과, 개별화된 긍정적 행동지원 중재는 지체장애 초등학생의 수업방해행동 감소에 효과적이었다.

This study was conducted to examine the effects of individualized positive behavior support (PBS) on the disruptive behavior of an elementary school student with physical disabilities. One elementary school student with physical disabilities was selected as a subject for this study, and a multiple baseline design across settings was employed, observing the student in the classroom, art room, and gym. A functional behavior asessment (FBA) was conducted to find out the purpose of student’s disruptive behavior which is like repeatedly saying “My hands are cold.”, “Massage”, “Strength” and reaching out to the teacher. Individualized PBS interventions were then implemented to reduce challenging and disruptive behavior. The intervention package was constituted of peer assistance, seating arrangements, and praise (DRO) for other students. For alternative behaviors, a communication bracelet was used. Immediate praise was provided when question cards as a consequential reinforcer were implemented. The results indicated that the individualized PBS interventions were effective reducing the disruptive behavior of the student with physical disabilities in special school.