긍정적 행동지원이 중증 자폐아동의 문제행동에 미치는 영향

국문 초록 (Abstract)

본 연구의 목적은 긍정적 행동지원이 중증 자폐 아동의 자해행동, 공격행동 그리고 이동지연 행동 감소에 효과적이라는 것을 알았다.
이 연구를 수행하기 위해 S시에 위치한 S특수학교 6학년에 재학 중인 만 12세의 중증 자폐 남학생 1명으로, 상황간 중다기초선 설계로 실시하였다.
실험은 체육시간, 점심시간, 사회시간 세 가지 상황에서 기초선, 중재, 유지 순으로 실시되었다. 기초선 기간 동안에는 어떠한 중재도 실시하지 않고 이전과 같이 수업을 진행했다. 중재 기간 동안에는 인터뷰를 통한 기능평가 면담지와 관찰을 통한 기능평가를 통해 문제행동에 대한 가설을 설정하고 의사소통 기술과 사회성 기술을 대안행동으로 지도하였다.
유지 효과를 위해 종료 4주 후 기초선과 동일한 상황에서 유지 효과를 5회기동안 측정하였다.
이 연구의 결과는 다음과 같다.
첫째, 긍정적 행동지원은 중증 자폐 아동의 자해행동을 감소시키는데 영향을 미쳤다.
둘째, 긍정적 행동지원은 중증 자폐 아동의 공격행동을 감소시키는데 영향을 미쳤다.
셋째, 긍정적 행동지원은 중증 자폐 아동의 이동지연 행동을 감소시키는데 영향을 미쳤다.
이 연구는 긍정적 행동지원이 자폐 아동의 문제행동 감소에 영향을 끼친다는 것을 입증하였고, 학급 차원의 긍정적 행동지원이 중증 자폐 아동의 학교 일과 중에 발생하는 문제행동에 대한 적절한 중재라는 것을 입증 하였다는 것에 연구의 중요한 의미가 있다.

다국어 초록 (Multilingual Abstract)

A purpose of this study was to examine the influence of positive behavior support(PBS) intervention on problem behavior of student with severe autism in special school.
The participant in this study had a difficulty, in attending to class due to problem behaviors.

To carry out this study, the positive behavior support of utilizing of setting event intervention, antecedent intervention, alternative behavior intervention were implemented, and the design of study using multiple baseline design across settings. was utilized. And the participant's problem behaviors were exposed through functional assessment with interview, observation, hypothesis formation. The frequency of student's problem behavior was measured using partial- interval recording.
An experiment was implemented in order of baseline, meditation and maintenance step in class of social studies, physical training, lunch time.
The result of study were as follows.
First, a problem behavior for the student with severe autism was reduced through positive behavior support.
Second, the problem behavior that the student with severe autism delayed a movement to other location was reduced through positive behavior support.
On the basis of above mentioned results, they were proved various results of pre-studies that the positive support was effective for the student with severe autism. Finally, Multi-dimensional intervention using 3 tiar intervention included PBS meditated through individualized strategy in natural environment. were need to intervent various problem behaviors of student with severe autism

목차 (Table of Contents)

• Ⅰ. 서론 ·························································· 1
• 1. 연구의 필요성 및 목적 ··········································1
• 2. 연구 문제 ······················································· 3
• 3. 용어정의 ························································ 3
• Ⅱ. 이론적 배경 ················································· 5
• 1. 자폐 아동의 특성 ················································ 5
• 2. 긍정적 행동지원 ················································· 8
• Ⅲ. 연구 방법 ·····················································22
• 1. 연구 대상·························································22
• 2. 연구 설계·························································25
• 3. 연구 절차·························································26
• 4. 자료 처리························································ 41
• Ⅲ. 연구결과······················································· 44
• 1. 긍정적 행동지원 중증 자폐 아동의 문제행동 감소에 미치는 영향······· 44
• 2. 긍정적 행동지원 중증 자폐 아동의 이동지연행동 감소에 미치는 영향······· 46
• Ⅳ. 결론 및 제언················································· 48
• 참고문헌································································50
• ABSTRACT ··························································55