선호성 중심의 교육과정 수정·적용이 발달장애유아의 활동참여 및 문제 행동에 미치는 영향 = Curriculum Modification to Improve Engagement and Problem Behaviors of Young Children with Developmental Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this study was to improve engagement and problem behaviors of three young children with developmental disabilities in an inclusive kindergarten program, using curriculum modification approaches based on children's preferences of activities and materials. This study investigated the intervention effects through a multiple probe baseline design across children. The children were observed during group activities, using a 15-second interval recording system. All experimental sessions were observed for 15 minutes. The intervention was implemented for 66 sessions over a period of 18 weeks. During the intervention, approximately 30 activities were selected from the regular curriculum based on preference assessments for each child. Each activity was modified based on each child's preference. The classroom teacher provided the activities during teacher-directed group activities and free play activities. It was found that implementing modified curriculums based on children's preferences of activities and materials during the regular classroom routine resulted in increased activities engagement and decreased problem behaviors by the participating children. The targed behaviors of the children were found to be maintained one month after the intervention and generalized into situations where the intervention was not implemented. It is suggested that any regular kindergarten teacher can use curriculum modification approaches to improve children's behaviors and learning in inclusive environments by facilitating activity engagement among children with disabilities.