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    다차원적인 긍정적 행동지원이 발달장애 유아의 문제행동 및 유아에 대한 어머니와 교사의 상호작용행동에 미치는 효과

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    https://www.riss.kr/link?id=T10989034

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    • 발행사항

      공주 : 공주대학교 대학원, 2006

    • 학위논문사항

      학위논문(박사) -- 공주대학교 대학원 , 특수교육과 , 2006. 2

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      2006

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      한국어

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      371.907

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    • 형태사항

      iv, 186장. ; 26cm

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    참고문헌 (Reference)

    1. 부모교육, 한국행동과학연구소, , 1983

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    5. Science and Human Behavior, Skinner,B.F., The macmilllan Company, Science and human behavior, , 1956

    6. Assessing problem behaviors, Demchak, Bossert, , 1996

    7. Effectiveness of special education, Forness, Kavale, , 1999

    8. 포테이지 아동 발달 지침서, 강순구, 포테이지 아동 발달 지침서, , 1990

    9. 포테이지 조기교육프로그램, 조용태, 김미실, 포테이지 조기교육 프로그램, , 1997

    10. School adaptation: A triangularprocess, Brizuela, Garcia-Seller, , 1999

    1. 부모교육, 한국행동과학연구소, , 1983

    2. 유아특수교육, 이소현, 학지사, , 2004

    3. Ecological validity, Singer, , 2000

    4. Positivebehaviorsupports, Horner, Positive behavior supports, , 2000

    5. Science and Human Behavior, Skinner,B.F., The macmilllan Company, Science and human behavior, , 1956

    6. Assessing problem behaviors, Demchak, Bossert, , 1996

    7. Effectiveness of special education, Forness, Kavale, , 1999

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    9. 포테이지 조기교육프로그램, 조용태, 김미실, 포테이지 조기교육 프로그램, , 1997

    10. School adaptation: A triangularprocess, Brizuela, Garcia-Seller, , 1999

    11. Designing positive behavior support plans, Bambara, Linda M., American Association on Intellectual and Developmental Disabilities, , 2009

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    13. We can't expectother people to understand, Fox, Dunlap, , 2002

    14. Parent involvement ; It's worth the effort, Eldridge, , 2001

    15. 장애 영유아 가족지원 방안 연구, 이미선, 김경진, 국립특수교육원, , 2000

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    17. 이화-자폐아동 행동발달 평가도구, 김태련, 박량규, 이화-자폐아동 행동발달 평가 도구, , 1990

    18. Determiningthe meaning of challenging behavior, Lentini, Hanline, , 2005

    19. Early childhood intervention: Evolution of a system, Guralnick, , 2000

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    21. Behavior modification: Principles and procedures (2nded.), Miltenberger, , 2001

    22. Teachers' guide to inclusive practices:Behavioral support, Janney, Snell, , 2000

    23. Toward a technology of “nonaversive”behavioral support, Horner, R. H., "Toward a technology of ""non-aversive""behavioral support", , 1990

    24. 가정지원 IEP 개발의 이론적 전제와 적용방안, 정옥남, 이한우, , 2001

    25. Facilitator's guide: Positive behavioral support(No. ESE 310667), Hieneman, , 1999

    26. The ecological human development: Experiments by nature and design, Bronfenbrenner, , 1979

    27. A national look at children and families enteringearly intervention, Scarborough, , 2004

    28. Multiple functions of problembehaviors: assessment and intervention, Day, O'Neill, , 1994

    29. A demonstration of behavioral support for young children with autism, Fox, Dunlap, , 1999

    30. Expanding interventions for children with autism: Parents astrainers, Symon, , 2005

    31. Starting early: School-wide behavior support in acommunity preschool, Fox, Little, , 2001

    32. Experimental analysis and extinction of self-injurious escapebehavior, Iwata, , 1990

    33. Parents views oninclusion for their children with severe disabilities, Nelson, Palmer, , 2001

    34. The motivation of self-injurious behavior: A review of somehypothesis, Carr, , 1977

    35. 중증 정신지체인의 문제행동 수정에 관한 연구 개관, 여광응, , 1994

    36. Positive Behavior Supports: Can Schools Reshape DisciplinaryPractices?, Safran, Oswald, , 2003

    37. Program wide approaches for addressing children's challenging behavior, Hemmeter, Doubet, , 2005

    38. 자폐유아의 문제행동에 대한 긍정적 행동지원의 효과, 정계선, , 2004

    39. Factors affecting the outcomes ofcommunity-based behavioral support: Ⅱ, Hieneman, Dunlap, , 2001

    40. Features ofmodel programs for children and youths with problem behaviors, Dunlap, Duchnowski, , 2001

    41. School discipline at a crossroads: from zero tolerance to early response, Skiba, Peterson, School discipline at a crossroads: Fromzero tolerance to early response, , 2000

    42. Strategies for Working with Families of Young Children with Disabilities, 주삼환, , 1996

    43. Teaching parents newskills to support their young children's development, Kelly, Caldwell, Buehlman, , 2000

    44. Early intervention and serious problem behaviors: Acomprehensive approach, Fox, Dunlap, , 1996

    45. Introduction to the special series on positive behavior support inschools, Horner, Sugai, , 2002

    46. 발달장애아동의 행동문제와 효과적 행동치료전략 고찰, 한현민, , 2001

    47. Assessment and intervention for children withinthe instructional curriculum, Kern, Dunlap, , 1993

    48. Families, professionals, and exceptionality : collaborating for empowerment, Turnbull, Ann P., Merrill, "Families, , 2001

    49. Feasibility and contributions of functionalbehavioral assessment in schools, Horner, March, , 2002

    50. Using multiple measure to evaluate positive behavior support: A caseexample, Bradley-Klug, Clarke, , 2002

    51. Communicative repair strategies and problem behaviors ofchildren with autism, Keen, , 2003

    52. The evolution of discipline practices: School-wide positive behaviorsupports, Sugai, Horner, , 2002

    53. 유아기 자녀를 둔 어머니들의 부모교육 내용에 관한 연구, 배소연, 이원영, , 2000

    54. 중도장애 학생의 교육에 관한 특수학교 교사의 인식 조사, 박은혜, 박순희, 特殊敎育學會, "특수교육학연구, , 2001

    55. Positive behavior supportsystems: Applying key features un preschool settings, Beckner, Stormont, , 2005

    56. 응용행동분석 모형에 근거한 부모참여 프로그램 적용효과, 김정미, , 2004

    57. ADHD 유아의 행동문제와 교사의 대처형태에 관한 연구, 정서, 박명화, "ADHD 유아의 행동문제와 교사의 대처형태에 관한 연구, , 2001

    58. Social skills interventions foryoung at-risk students: A 2-year follow-up study, Kamps, Ellis, , 2000

    59. The relationship between instructional variables and problem behavior: A review, Munk, Repp, The relationship between instructional variablesand problem behavior : A review, , 1994

    60. 인간생태학: 개념과 관점, 인간생태학적 측면에서의 가정학, Bronfenbrenner, "인간생태학: 개념과 관점, , 1994

    61. Effective behavior support: A system approachto proactive school wide management, Lewis, Sugai, , 1999

    62. Extending positive behavioral support to young childrenwith challenging behavior, Nielsen, Shelley Lynn, University of Minnesota, , 2001

    63. In quest ofmeaningful perspectives and outcomes: A response to five commentaries, Dunlap, Clarke, Fox, , 1997

    64. Includingstudents with disabilities into the general education science classroom, Cawley, Baker-Kroczynski, , 2002

    65. 장애영?유아 조기발견을 위한 협력적 추적 체계의 개발 방향, 조광순, "장애 영, , 2004

    66. Teaching children with autism to prefer books or toys over stereotype orpassivity, Gomez, Greer, , 2002

    67. 중도 및 복합장애아동의 통합교육 효과에 대한 문헌분석 연구, 정귀순, , 2004

    68. Valued outcomes of service coordination,early intervention, and natural environments, Dunst, Bruder, "Valued outcomes of service coordination, , 2002

    69. Families and positivebehavior support: Addressing problem behavior in family contexts, Luchshyn, Albin, , 2002

    70. Rewarded by punishment: Reflections on the disuse ofpositive reinforcement in schools, Maag, , 2001

    71. 기능적 의사소통 훈련을 통한 회피기능의 자해행동 처치의 효과, 윤진영, 이화여자대학교 대학원, "미간행 석사학위 청구논문, , 1997

    72. 아동,가족연구에 대한 생태학적 접근의 적용, 아동 및 가족 분야, 윤종희, "아동, , 1994

    73. Anexperimental evaluation of positive behavior support in a communitypreschool program, Duda, Clarke, Duda, M. A., , 2004

    74. Quality of rapport as a setting event for problem behavior:Assessment and intervention, Carr, McLaughlin, , 2005

    75. Positive behavioral support : including people with difficult behavior in the community, Koegel, Lynn Kern, P.H. Brookes, , 1996

    76. Young children with challengingbehavior: Issues and considerations for behavior support, Fox, Powell, , 2002

    77. A teacher's perspective of usingPBS in a classroom for a girl with multiple disabilities, Worcester, Murray, , 2002

    78. Teaching daily livingskills to children with autism through instructional video modeling, Shipley-Benamou, Taubman, , 2002

    79. Skinner의 급진적 행동주의(개념, 원리 및 방법론적 특성에관한 분석), 오세진, 임영신, "Skinner의 급진적 행동주의(개념, , 1999

    80. A blueprint for schoole-wide positive behavior support: Implementation of three components, Warren, , 2002

    81. Prevention of intellectual disabilities: Earlyinterventions to improve cognitive development, Ramey, , 1998

    82. Understanding and interveningwith young children's problem behavior: A comprehensive approach, Buschbacher, Fox, , 2000

    83. 유아기 자녀를 둔 아버지와 어머니의 부모교육 참여도 및 요구도 비교, 윤소영, 이화여자대학교 교육대학원, "미간행 석사학위 청구논문, , 2002

    84. 특수유아를 위한 긍정적 행동지원 접근방법의 최근 동향 및 향후 과제, 이인숙(Lee In-Suk), 조광순 ( Kwang Sun Cho ), 한국특수교육문제연구소, 특수유아를 위한 긍정적 행동지원 접근 방법의 최근 동향 및향후과제, , 2005

    85. Effects ofchoice and task preference on the work performance of students withbehavior problems, Anger, Cole, , 1997

    86. Further consideration of the role of theenvironment on stereotypic and self-Injurious behavior, Reichle, McEvoy, , 2000

    87. Building a statewide plan for embeddingpositive behavior support in human service organizations, Freeman, , 2005

    88. Functional analysis of classroom variables forstudents with emotional and behavioral challenges, Dunlap, , 1993

    89. 생태학적 접근을 통한 유아교육기관의 질적 수준 향상을 위한 방향모색, 金東春, 총신대학교, , 1994

    90. 접촉치료놀이 활동이 자폐성 장애유아의 사회적 상호작용에 미치는 효과, 임용택, 접촉치료놀이 활동이 자폐성 장애유아의 사회적 상호작용에 미치는효과, , 2003

    91. Community-and hospital-based earlyintervention team members' attitudes and perceptions of teamwork, Malone, McPherson, , 2004

    92. 실험적 기능분석 접근 방법을 이용한 중증장애 유아의 문제행동 중재효과, 염경애, , 2004

    93. 또래 주도 놀이가 특수유아의 사회적 상호작용 및 놀이행동에 미치는 효과, 황지영, 황지영, 공주대학교 교육대학원, , 2001

    94. A family in crisis: Replacing theaggressive behavior of a child with autism toward an infant sibling, Singer, Barry, , 2001

    95. Behavior support strategies inearly childhood settings: Teachers' importance and feasibility ratings, Stormont, Smith, , 2005

    96. The pictureexchange communication system: Communication outcomes foryoung children with disabilities, Schwartz, Garfinkle, Bauer, , 1998

    97. Trainingsupport staff for teaching young children with disabilities in an inclusivepreschool setting, Reid, Schepis, , 2000

    98. Modifying instructional activities to promotedesirable behavior: A conceptual and practical framework, Kern, Dunlap, , 1996

    99. 초등부 장애아의 사회적 능력 특성에 관한 특수학교교사의 인식 분석. 정서?, 김형일, 유장순, 신현기, , 2004

    100. A method to integratedescriptive and experimental field studies at level of data and empiricalconcepts, Bijou, Bijou, S. W., Ault, , 1968

    101. Measuring and increasing the happiness of people with profound mental retardation and physical handicaps, Favell, Realon, Sutton, Measuring and increasing thehappiness of people with profound mental retardation and physicalhandicaps, , 1996

    102. Using staff and student time engaged indisciplinary procedures to evaluate the impact of school-wide PBS, Scott, Barrett, , 2004

    103. 중도장애아동을 위한 행동중재 동향 분석-1990년-2000년의 실험연구를 중심으로-, Nandini,S., 박순희, 오정민, , 2001

    104. Promoting interaction with children using augmentative communication through a peer-directed intervention, Mark, Katrina, Promoting interaction with children usingaugmentative communication through a peer-directed intervention, , 1998

    105. Research on inclusive educational programs, practices, and outcomes for students with severe disabilities, Goetz, Hunt, "Research on inclusive educational programs, , 1997

    106. An analysis of functional assessment in relationto students with serious emotional and behaviour disorders, Cowick, Storey, , 2000

    107. Menstrual Discomfort as a Biological Setting Event for Severe ProblemBehavior: Assessment and Intervention, Pancari, Carr, , 2003

    108. 통합환경 내의 행동장애 유아들을 위한 상황중심 기능평가와 중재의효과. 정서?, 조광순, , 2001

    109. 저소득층 어린이집 교사와 유아 어머니의 자녀양육에 대한 부모교육 요구도 비교, 어주경, 정문자, 한국유아교육학회, , 2000

    110. 특수아동들의 학급내 문제행동 중재를 위한 기능평가의 현황, 과제, 및 향후 방향, 조광순, 한국초등특수교육학회, "특수아동들의 학급 내 문제행동 중재를 위한 기능평가의 현황, , 1999

    111. Behavioral support for students with severedisabilities: Functional assessment and comprehensive intervention, Horner, Carr, , 1997

    112. Improving classroom behavior bymodifying task difficulty: effect of increasing the difficulty of too-easytasks, Dejud, Umbreit, , 2004

    113. The use of social stories as a preventative behavioral intervention in a home setting with a child with autism, Lorimer, Ganz, Simpson, , 2002

    114. Primary prevention in mental health for head start classrooms: Partial replication with teachers as intervenors, Mattern, Forness, Serna, Nielsen, Primary prevention inmental health for Head Start classrooms: Partial replication with teachersas intervenors, , 2003

    115. Preventingschool violence: The use of office referrals to assess and monitor schoolwide discipline interventions, Sugai, Walker, , 2000

    116. Building connections between individual behaviorsupport plans and school-wide systems of positive behavior support, Tim, Lori, , 2004

    117. 시각적 단서에 의한 선행사건 중심 중재가 자폐성 장애아동의 문제행동에 미치는 효과, 조한나, 단국대학교 대학원, , 2004

    118. 일반학급에 통합된 장애학생의 수업의 질 향상을 위한 교수적 수정의 개념과 실행 방안, 박승희, 特殊敎育學會, , 1999

    119. Issues and challenges in implementingcommunity-based behavioral support for two boys with severe behavioraldifficulties, Dunlap, Hieneman, , 1999

    120. Interventions with challenging behavior of persons with developmentaldisabilities: A review of current research practices, Scotti, Scotti, J. R., Kirk, , 1996

    121. Using functional assessnment andchildren's preferences to improve the behavior of young children withbehavioral disorders, Blair, Bos, , 1999

    122. Enhancing initial communicationand responsiveness of learners with multiple disabilities: A tri-focusframework for partners, Siegel-Causey, Bashinski, , 1997

    123. Reduction of severe problem behavior in community employmentusing an hypothesis-driven multicomponent intervention approach, Carr, Kemp, , 1995

    124. Comprehensive multisituational intervention forproblem behavior in the community: Long-term maintenance and socialvalidation, McLaughlin, , 1999

    125. Intermediate school students with severe disabilities; Supporting their social participation in general education classrooms, Shukla, Cushing, Intermediate school studentswith severe disabilities: Supporting their social participation in generaleducation classrooms, , 1999

    126. The PBS triangle: Does it fit as a heuristic? A reflection onthe first international conference on positive behavior support, Baker, , 2005

    127. Educational support for students with severe problem behaviors in Oregon: A descriptive analysis from the 1987-88 school year, Diemer, Brazeau, Hornor, , 1992

    128. 학교에서의 긍정적 행동지원이 정신지체학생의 문제행동, 대안기술및 생활방식에 미치는 영향, 김정선, "학교에서의 긍정적 행동지원이 정신지체학생의 문제행동, , 2005

    129. Individualizing functional analysis to assess multiple and changing functions of severe behavior problems in children with autism, LaBelleisty, , 2002

    130. 애정표현 훈련(affection training)이 유치원에 통합된 자폐아동의 사회적 상호작용 발달에 미치는 효과, 강혜련, 이화여자대학교 교육대학원, "미간행 석사학위 청구논문, , 1998

    131. Usingassessment-based curricular intervention to improve the classroom behaviorof a student with emotional and behavioral challenges, Kern, Falk, , 1994

    132. Evaluating assessment-based intervention strategies for studentswith ADHD and comorbid disorders within the natural classroom context, Ervin, , 2000

    133. Personal paradigm shifts inPBS experts: Perceptions of treatment acceptability of decelerativeconsequence-based behavioral procedures, Michaels, Mirabella, , 2005

    134. Use of strategic self-monitoring to enhance academicengagement, productivity, and accuracy of students with and withoutexceptionalities, Rock, "Use of strategic self-monitoring to enhance academicengagement, , 2005

    135. 가정 및 지역사회 환경맥락을 중심으로 한 자폐성 장애유아의 가족중심 교육활동에 관한 생태학적 연구, 이경면(Lee kyung myun), 한국유아특수교육학회, , 2003

    136. 통합기관으로의 전이과정에서 장애유아가 갖추어야 할 중요기술과 선결요건들에 대한 분석: 유아교사의 인식을 중심으로, 조윤경, 박인호, , 2002

    137. Validating the construct of coercion in familyroutines: expanding the unit of analysis in behavioral assessment withfamilies of children with developmental disabilities, Luchshyn, , 2004

    138. 지역사회 환경에의 통합촉진을 위한 장애학생의 행동문제 감소를 위한 중재적 접근-공격행동에 대한 긍정적 행동지원을 중심으로-, 김현순, 류숙렬, , 2000

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