긍정적 행동지원이 정서행동 장애학생의 통합학급 내 문제행동과 사회적 상호작용에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of positive behavior support on the problem behavior and social interactions of students with emotional and behavioral disorders in inclusive classroom.
In this study, three elementary school students with emotional and behavioral disorder participated. Functional assessment were conducted to gather informations of their antecedents, behaviors and consequences in inclusive settings. Behavior support team of each student collected data and discussed about function of the problem behavior. Based on team's summary, positive behavior support of multicomponent intervention was designed.
The intervention of each child's positive behavior support plan was conducted for 11 weeks, 5 times a week at the inclusive classroom and special classroom.
Multiple probe baseline design across subjects was used and the frequency of children's problem behaviors and social interactions were measured.
The results obtained from this study are as follows:
First, the frequency of the Participants' problem behaviors in inclusive classrooms were reduced through positive behavior support.
Second, the frequency of the Participants' social interactions in inclusive classrooms were increased through positive behavior support.
In conclusion, the positive behavior support based on functional assessment indicated decrease of problem behaviors and increase of social interactions of students with emotional and behavioral disorders in inclusive classroom.