ABSTRACT Development of Criteria for the Evaluation of Program-Wide Positive Behavior Support in Early Childhood Settings Gil Soon Jung Department of Special Education Graduate School of Kongju National University ...
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https://www.riss.kr/link?id=T12480083
- 저자
-
발행사항
공주 : 공주대학교 대학원, 2011
- 학위논문사항
-
발행연도
2011
-
작성언어
한국어
-
발행국(도시)
충청남도
-
기타서명
Development of Criteria for the Evaluation of Program-Wide Positive Behavior Support in Early Childhood Settings
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형태사항
viii, 265 p. : 삽도 ; 26 cm
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일반주기명
참고문헌 : p.179-197
-
소장기관
- 국립공주대학교 도서관
- 국립중앙도서관
- 국립공주대학교 도서관
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0
상세조회 -
0
다운로드
인용문이 복사되었습니다.
부가정보
다국어 초록 (Multilingual Abstract)
ABSTRACT
Development of Criteria for the Evaluation of Program-Wide Positive Behavior Support in Early Childhood Settings
Gil Soon Jung
Department of Special Education Graduate School of Kongju National University Gong Ju, Korea
(Supervised by Professor Noh, Jina Ph. D.)
The purpose of this study was to develop validated criteria to help educators, consultants, and researchers evaluate the implementation of a program-wide system of Positive Behavior Support (PBS) in early childhood settings. The study used the Delphi research method to construct and validate the evaluation criteria representing core elements and indicators of each tier of the program-wide PBS (PWPBS) model.
First, preliminary evaluation criteria for three tiers of the PWPBS were identified through reviews of the literature and the currently available U.S.-developed instruments designed to assess school- or program-wide PBS implementation.
Second, five members of a review panel consisting of two early childhood special education teachers, an early childhood program administrator, and a school district supervisor were asked to review the preliminary draft evaluation criteria for appropriate wording, ease of understanding, and relevance in early childhood settings. Each review panel member had an interest in PBS and a working knowledge of methods for promoting social competence and addressing challenging behavior of young children with disabilities or developmental delay. Revision was made to the number of evaluation criteria representing core elements and quality indicators of each tier of the PWPBS model: universal prevention, secondary intervention, and tertiary intervention.
Third, twenty Delphi panel members consisting of 11 national experts in PBS and nine early childhood special education personnel evaluated the criteria in three Delphi rounds. The Delphi panel members were rigorously chosen in accordance with established criteria and represented excellence in the fields of PBS and early childhood special education. The Delphi panel members were asked to prioritize the evaluation criteria of each tier of the PWPBS, which could promote successful implementation of PWPBS in early childhood settings in South Korea.
Through three rounds of the Delphi survey that used semi-structured questionnaires, considerable consensus was achieved and the final evaluation criteria were developed. Evaluation criteria consisted of 11 elements and 34 indicators for Tier 1, four elements and 13 indicators for Tier 2, and five elements and 20 indicators for Tier 3. The core elements of Tier 1 criteria included: universal team building, team-based planning and implementation, administrator and school district or lead agency support, predictable and structured environment and routines, defined appropriate behavior and rules, teaching appropriable behavior, reinforcement of appropriate behavior, response to problem behavior, safety education, family involvement, and monitoring and evaluation of the universal prevention implementation. The core elements of Tier 2 criteria included: screening, implementation of targeted group intervention, strategies for family-program collaboration, and monitoring and evaluation of the targeted group intervention. The core elements of Tier 3 criteria included: individualized intervention team building, functional behavioral assessment, individualized intervention implementation, crisis management planning, and monitoring and evaluation of the individualized intervention plan.
The evaluation criteria constructed in this study provides critical elements and quality indicators of PWPBS. It is expected that the criteria can be used as a standard in designing and implementing the PWPBS in early childhood settings. They can also be used in developing instruments designed to assess the PWPBS implementation process or fidelity. Additional research is needed to develop valid and reliable evaluation instruments by field testing the adoption of PWPBS in early childhood programs and evaluating the implementation process using the initially developed instruments.
Development of Criteria for the Evaluation of Program-Wide Positive Behavior Support in Early Childhood Settings
Gil Soon Jung
Department of Special Education Graduate School of Kongju National University Gong Ju, Korea
(Supervised by Professor Noh, Jina Ph. D.)
The purpose of this study was to develop validated criteria to help educators, consultants, and researchers evaluate the implementation of a program-wide system of Positive Behavior Support (PBS) in early childhood settings. The study used the Delphi research method to construct and validate the evaluation criteria representing core elements and indicators of each tier of the program-wide PBS (PWPBS) model.
First, preliminary evaluation criteria for three tiers of the PWPBS were identified through reviews of the literature and the currently available U.S.-developed instruments designed to assess school- or program-wide PBS implementation.
Second, five members of a review panel consisting of two early childhood special education teachers, an early childhood program administrator, and a school district supervisor were asked to review the preliminary draft evaluation criteria for appropriate wording, ease of understanding, and relevance in early childhood settings. Each review panel member had an interest in PBS and a working knowledge of methods for promoting social competence and addressing challenging behavior of young children with disabilities or developmental delay. Revision was made to the number of evaluation criteria representing core elements and quality indicators of each tier of the PWPBS model: universal prevention, secondary intervention, and tertiary intervention.
Third, twenty Delphi panel members consisting of 11 national experts in PBS and nine early childhood special education personnel evaluated the criteria in three Delphi rounds. The Delphi panel members were rigorously chosen in accordance with established criteria and represented excellence in the fields of PBS and early childhood special education. The Delphi panel members were asked to prioritize the evaluation criteria of each tier of the PWPBS, which could promote successful implementation of PWPBS in early childhood settings in South Korea.
Through three rounds of the Delphi survey that used semi-structured questionnaires, considerable consensus was achieved and the final evaluation criteria were developed. Evaluation criteria consisted of 11 elements and 34 indicators for Tier 1, four elements and 13 indicators for Tier 2, and five elements and 20 indicators for Tier 3. The core elements of Tier 1 criteria included: universal team building, team-based planning and implementation, administrator and school district or lead agency support, predictable and structured environment and routines, defined appropriate behavior and rules, teaching appropriable behavior, reinforcement of appropriate behavior, response to problem behavior, safety education, family involvement, and monitoring and evaluation of the universal prevention implementation. The core elements of Tier 2 criteria included: screening, implementation of targeted group intervention, strategies for family-program collaboration, and monitoring and evaluation of the targeted group intervention. The core elements of Tier 3 criteria included: individualized intervention team building, functional behavioral assessment, individualized intervention implementation, crisis management planning, and monitoring and evaluation of the individualized intervention plan.
The evaluation criteria constructed in this study provides critical elements and quality indicators of PWPBS. It is expected that the criteria can be used as a standard in designing and implementing the PWPBS in early childhood settings. They can also be used in developing instruments designed to assess the PWPBS implementation process or fidelity. Additional research is needed to develop valid and reliable evaluation instruments by field testing the adoption of PWPBS in early childhood programs and evaluating the implementation process using the initially developed instruments.
ABSTRACT
Development of Criteria for the Evaluation of Program-Wide Positive Behavior Support in Early Childhood Settings
Gil Soon Jung
Department of Special Education Graduate School of Kongju National University Gong Ju, Korea
(Supervised by Professor Noh, Jina Ph. D.)
The purpose of this study was to develop validated criteria to help educators, consultants, and researchers evaluate the implementation of a program-wide system of Positive Behavior Support (PBS) in early childhood settings. The study used the Delphi research method to construct and validate the evaluation criteria representing core elements and indicators of each tier of the program-wide PBS (PWPBS) model.
First, preliminary evaluation criteria for three tiers of the PWPBS were identified through reviews of the literature and the currently available U.S.-developed instruments designed to assess school- or program-wide PBS implementation.
Second, five members of a review panel consisting of two early childhood special education teachers, an early childhood program administrator, and a school district supervisor were asked to review the preliminary draft evaluation criteria for appropriate wording, ease of understanding, and relevance in early childhood settings. Each review panel member had an interest in PBS and a working knowledge of methods for promoting social competence and addressing challenging behavior of young children with disabilities or developmental delay. Revision was made to the number of evaluation criteria representing core elements and quality indicators of each tier of the PWPBS model: universal prevention, secondary intervention, and tertiary intervention.
Third, twenty Delphi panel members consisting of 11 national experts in PBS and nine early childhood special education personnel evaluated the criteria in three Delphi rounds. The Delphi panel members were rigorously chosen in accordance with established criteria and represented excellence in the fields of PBS and early childhood special education. The Delphi panel members were asked to prioritize the evaluation criteria of each tier of the PWPBS, which could promote successful implementation of PWPBS in early childhood settings in South Korea.
Through three rounds of the Delphi survey that used semi-structured questionnaires, considerable consensus was achieved and the final evaluation criteria were developed. Evaluation criteria consisted of 11 elements and 34 indicators for Tier 1, four elements and 13 indicators for Tier 2, and five elements and 20 indicators for Tier 3. The core elements of Tier 1 criteria included: universal team building, team-based planning and implementation, administrator and school district or lead agency support, predictable and structured environment and routines, defined appropriate behavior and rules, teaching appropriable behavior, reinforcement of appropriate behavior, response to problem behavior, safety education, family involvement, and monitoring and evaluation of the universal prevention implementation. The core elements of Tier 2 criteria included: screening, implementation of targeted group intervention, strategies for family-program collaboration, and monitoring and evaluation of the targeted group intervention. The core elements of Tier 3 criteria included: individualized intervention team building, functional behavioral assessment, individualized intervention implementation, crisis management planning, and monitoring and evaluation of the individualized intervention plan.
The evaluation criteria constructed in this study provides critical elements and quality indicators of PWPBS. It is expected that the criteria can be used as a standard in designing and implementing the PWPBS in early childhood settings. They can also be used in developing instruments designed to assess the PWPBS implementation process or fidelity. Additional research is needed to develop valid and reliable evaluation instruments by field testing the adoption of PWPBS in early childhood programs and evaluating the implementation process using the initially developed instruments.
목차 (Table of Contents)
- Ⅰ. 서론 1
- 1. 연구의 필요성 및 목적 1
- 2. 연구 문제 9
- 3. 용어의 정의 9
- Ⅰ. 서론 1
- 1. 연구의 필요성 및 목적 1
- 2. 연구 문제 9
- 3. 용어의 정의 9
- Ⅱ. 이론적 배경 11
- 1. 학교차원 긍정적 행동지원의 개념 및 분류 11
- 2. 학교차원 긍정적 행동지원의 구성요소 18
- 3. 긍정적 행동지원 평가도구 25
- 4. 델파이방법 67
- Ⅲ. 연구 방법 71
- 1. 연구 참여자 71
- 2. 조사도구 77
- 3. 연구절차 79
- 4. 자료수집 및 분석 91
- Ⅳ. 결과 98
- 1. 1차 델파이 조사결과 98
- 2. 2차 델파이 조사결과 113
- 3. 3차 델파이 조사결과 136
- 4. 평가 준거 확정 157
- Ⅴ. 논의 167
- Ⅵ. 결론 및 제언 176
- 참고문헌 179
- ABSTRACT 198
- 부 록 201
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