장애 유아 교육 환경에서의 긍정적인 행동지원의 실태 조사 연구 = Current Status of PBS Implementation at Early Childhood Special Education Settings in Korea

다국어 초록 (Multilingual Abstract)

Most of positive behavior support(PBS) research focus on tertiary, individualized intervention, and children in school setting rather than primary, secondary intervention, and young children in preschool settings. Thus, the purpose of this study was to analyze the status of all levels of positive behavior support implementation and to provide future directions in early childhood special education settings. Sixty-one early childhood special education classroom were evaluated by administering Pre-SET(Preschool-wide Evaluation Tool: Horner, Benedict, & Todd, 2008). Findings indicated that the mean percentage of Pre-SET features across 61 early childhood special education settings was somewhat low, 34.6%. In addition, the mean percentage of Pre-SET features were statistically significant according to teachers' teaching experience with children with disabilities and types of agency. Based on this results, we discussed and explore implications for future on the positive behavior support implementation in early childhood special education settings.

국문 초록 (Abstract)

현재 우리나라의 긍정적인 행동지원 연구는 학령기 아동과 3차원 예방에 관한 것이 주를 이루며, 학령전기 영유아와 1차적, 2차적 예방차원은 간과되고 있다. 이에 본 연구는 국내 장애유아들이 교육을 받고 있는 환경에서의 프로그램 차원의 긍정적인 행동지원 실행 현황을 살펴보고 이에 대한 방향성을 제시하는 것을 목적으로 하였다. 이를 위하여 연구자는 전국에 위치해 있는 61개의 장애유아 교육환경을 대상으로 Pre-SET(the Preschool -wide Evaluation Tool; Horner, Benedict, & Todd, 2008)을 실시하였다. 연구 결과 국내 장애유아 교육환경에서의 긍정적인 행동지원 실행율은 34.6%로 다소 낮은 수준을 보였다. 그리고 긍정적인 행동지원 실행율은 교사의 장애유아 교육경력, 교육 기관의 유형에 따라서도 통계적으로 유의미한 차이를 보였다.

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