자폐유아를 위한 가정과 학교의 협력을 통한 긍정적 행동지원의 평가 = An Evaluation of Home-School Collaborative Positive Behavior Support for Young Children with Autism

다국어 초록 (Multilingual Abstract)

This research evaluated the impact of home-school collaborative positive behavior support (PBS) on problem and appropriate behaviors of three young children with autism in their homes and inclusive preschool classrooms. It also examined the impact of collaborative PBS on the interactions of mothers and teachers with the participating children. During the process of collaboration, behavior support plans were developed by team members and were implemented by parents and teachers both at home and school. A multiple-baseline design across participants with generalization probes was used to assess the impact of PBS procedures on participating children's target behaviors during targeted and non-targeted routines. The results indicated that the PBS procedures implemented though home-school collaboration was effective in increasing appropriate behaviors and reducing problem behaviors across routines of the participating children with autism. The results also indicated that the procedures were effective in increasing the mothers' and teachers' positive interactions and reducing their negative interactions with the children. It was found that the intervention effects were generalized to nontargeted community and classroom activities. The children's target behaviors were improved during the activities that were not targeted for intervention. The findings are discussed as contributions to the growing literature on PBS for young children and the importance of promoting successful home-school collaboration.

국문 초록 (Abstract)

본 연구는 문제행동으로 인해 가족과의 상호작용과 사회적 통합에 어려움을 지니고 있던 자폐유아 세 명을 대상으로 가정과 학교의 협력을 통한 긍정적 행동지원을 가정과 통합학급, 지역사회 환경에서 적용한 후 그 효과를 알아보는데 목적을 두었다. 본 연구에서는 교사와 부모가 주축이 된 행동지원 팀에 의해 면담과 관찰, 실험을 통해 문제행동의 기능평가를 한 후 검증된 가설을 토대로 행동지원 전략을 개발하였으며, 중다기초선 및 간헐적중다기초선 설계를 이용하여 중재 및 일반화 효과를 검증하였다. 연구결과, 가정과 학교의 협력을 통해 유아들의 주요 일과 속에서 부모와 교사가 직접적으로 적용한 긍정적 행동지원은 자폐유아들의 바람직한 행동을 증가시키고 문제행동의 감소시키는데 효과가 있었으며, 중재가 적용되지 않은 상황에서도 행동변화가 나타나는 일반화 효과를 보여주었다. 또한 유아와의 상호작용 시 어머니 및 교사의 긍정적 상호작용 행동은 증가하고 부정적 상호작용 행동은 감소한 것으로 나타났다. 이 논문에서는 유아들을 위한 긍정적 행동지원 문헌에 본 연구가 기여하는 점과 가정과 학교의 성공적인 협력 신장의 중요성에 대하여 논의를 하였다.

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