보편적 차원의 긍정적 행동지원이 대안학교 중등부 학생들의 적응행동 및 학교분위기에 미치는 영향

임은숙 ( Lim Eun Sook ),백은희 ( Paik Eunhee ) 한국정서행동장애학회(구 한국정서·행동장애아교육학회) 2019 정서ㆍ행동장애연구 Vol.35 No.1

본 연구는 중·고등 대안학교 통합교육 상황에서 장애 및 장애 고위험군 학생들이 포함된 전체 23명의 학생들을 대상으로 보편적 차원의 긍정적 행동지원을 실시하여 적응행동과 학교분위기에 미치는 영향을 검증하고자 하였다. 연구 설계는 사전-사후 검사 평균을 비교하는 대응표본 t검증을 실시하여 중재의 효과를 검증하였다. 연구 결과는 다음과 같다. 첫째, 전체학생의 적응행동에 통계적으로 유의미한 영향을 미치지 않았으나 장애 고위험군 학생들의 적응행동에 긍정적인 변화가 나타났다. 둘째, 전체학생의 학교분위기 인식에 통계적으로 유의미한 영향을 미쳤으며 장애 고위험군 학생들의 학교분위기 인식에도 긍정적인 변화가 나타났다. The purpose of this study was to investigate the effects of universal level of positive behavior support (tier 1.) on student adaptive behavior and school climate of middle and high school students, including the students at risk who were diagnosed with emotional behavior disorder in an inclusive alternative school. The participants of this study were twenty-three students aged from 12 to 15. Two students among 23 participants were at risk students. In order to see their adaptive behavior change and perception of school climate before and after the universal support, dependent variables t-test was conducted. The results were as follows. First, universal level of positive behavior support(tier 1.) showed that there were no significant differences between pre and post-test in adaptive behavior for the whole students. Second, universal level of positive behavior support(tier 1.) was proven to be effective on the perception of school climate improved among the whole students, including the students at risk who were diagnosed with emotional behavior disorder in an inclusive alternative school. The perception of the school climate was statistically significantly different between pre and post-test especially in the variables such as orders and organization. Order and organiztion is the extent to which there is emphasis on students behaving in an orderly, quiet and polite manner, and on the overall organization of classroom activities.

잘못된 개념을 통한 유아의 정신이론 이해와 가장놀이와의 관계

임은숙(Lim Eun Sook),최석란(Choi Suk Ran) 한국열린유아교육학회 2002 열린유아교육연구 Vol.7 No.3

본 논문은 유아의 사회인지 발달의 이정표라 할 수 있는 정신 이해와 우리 나라 4, 5세 유아의 정신 이해와 가작화 능력 및 가장놀이와의 관계에 대해 알아보고자 4세와 5세 유아 각각 30명을 대상으로 가장놀이의 유형을 조사하였으며, 가작화 능력측정 및 잘못된 신념과제를 실시하였다. 수집된 자료들은 SPSS Program에 의해 분석되었으며 t검증, Pearson의 상관관계 분석, 중다회귀분석, 경로분석이 적용되었다. 연구결과 5세 유아의 정신 이해는 가작화 능력 수준에 따라 유의한 차이가 있었다. 또한 4, 5세 유아의 가작화 능력은 가장놀이로, 그리고 가장놀이는 정신 이해의 경로를 통해 영향을 주었다. The purpose of this study was to examine the relationships between both the type of play behavior and the pretend ability, and the theory of mind understanding especially through false belief understanding. Subjects were 60 4-, 5- year old children. Observation was selected as the research method. The SPSS program was used for data analysis and the results was computed by T-test, Pearson's Correlation and Multiple Regression Analysis, Path Analysis. In case of the 5-year-old children, the relationship between the group pretend play and their false belief understanding was existed but the 4-year-old children's false belief understanding was not related with the level of pretense. In the relationship between child's false belief understanding and pretend play, there was positive especially among the 5-years-old children while it was negative among the 4-years-old children. Pretense ability affects pretend play and further pretend play influences the child's false belief understanding respectively.

전래동요를 활용한 유아 창의성 프로그램 개발

임은숙(Lim Eun Sook),김순환(Kim Soon Hwan),김민정(Kim Min Jung) 한국육아지원학회 2005 육아지원연구 Vol.1 No.-

본 연구는 전래동요를 활용한 유아 창의성 프로그램의 개발 절차에 관한 것으로 창의성 프로그램 개발 과정에 대한 이해를 돕고자 한다. 본 연구에서는 Urban의 창의성 구성모델(Components model of Creativity)을 기반으로 전래동요를 활용하여 창의성의 인지적 요소와 정의적 요소를 고려한 창의성 프로그램을 개발하였다. 개발된 본 프로그램은 전래동요를 활용하여 창의성을 증진시키고, 우리나라 고유한 전통 가치와 전통 문화의 소중함 이해하는데 그 목적을 둔다. 이러한 목적을 기반으로 유아들의 발달 단계, 흥미를 고려하고, 우리나라 고유의 전통 가치 및 문화를 계승할 수 있는 전래동요를 선정한 후, 인지적 창의성 요소와 정의적 창의성 요소를 고려하여 창의성 활동을 고안하였다. 고안한 전래동요를 활용한 유아 창의성 프로그램은 인천에 위치한 J유치원에서 만 5세 유아 총 63명을 대상으로 주 2회씩 총 25회 프로그램을 실시하여 수정 보완하여 개발하였다. 본 연구는 Urban의 창의성 구성모델을 기초로 전래동요를 활용한 창의성 프로그램을 개발하여 유아의 창의성을 증진시키며, 유아교육기관에서 전래동요를 활용한 창의성 교육의 활성화를 도모하고자 한다. This research purposed to help understanding concerning process of development of creative program that is procedure and application of children creative program which is practically used traditional children's rhymes. This research invented creative program which is considered factor of intelligence and factor of emotion in creativity through using practically traditional children's rhymes base on Components model of Creativity of Urban. In other words, Components model of Creativity of Urban have factor of intelligence and factor of emotion. It is consist of total 6 factors of creativity, intelligent creativity directed spreading thought and action, general intellectual capacity and base of thinking ability, detailed base of knowledge and function of specific area and creativity of emotion direct bring to a focus and adhesion of homework, motive and create motivation, open minded, patience toward something uncertain. Therefore this research make a selection proper traditional children's rhymes for children in order to arrange and develop creative program through consideration of intelligence factors and emotional factors in creativity. This developed creative program which is used practically children's rhymes conducted total 25 times that are 2 times in each week to 63 children who are under age of 5 in J kindergarten where located at In-cheon city and after perform, it modified and supplemented this program.

통합환경에서의 보편적 학습설계(UDL)에 기초한 미술수업이 중학교 정신지체학생의 사회적 상호작용에 미치는 영향

임은숙 ( Eun Sook Lim ),백은희 ( Eun Hee Paik ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

이 연구는 보편적 학습설계(UDL)에 기초한 미술수업이 중학교 정신지체학생의 사회적 상호작용 및 사회적 능력에 미치는 효과를 규명해 보고자 하였다. 통합교육환경에서 보편적 학습설계(UDL)에 기초한 미술프로그램을 7명의 정신지체 학생들을 대상으로 실시하였다. 검사도구로는 Walker-McConnell 척도 검사와 사회적 상호작용행동 관찰지를 사용하였고, 자료처리는 평균과 표준편차를 산출하였으며 실험집단의 사전·사후검사의 차이를 비교하였다. 연구가설을 검증하기 위한 자료처리는 SPSS프로그램을 사용하였고, 사전·사후검사의 유의미한 차이에 대해 t검증을 실시하였다. 연구결과, UDL 중재가 중학교 정신지체학생의 사회적 능력 향상과 사회적 상호작용행동의 빈도 증가에 유의미하게 영향을 미치는 것으로 나타났다. The purpose of this study was to investigate the effects of integrated visual art instruction based on universal design for learning(UDL) on social interaction of students with mental retardation in middle school. In this study, the integrated visual art instruction based on universal design for learning of 12 sessions was carried out, with 7 students with mental retardation in integrated learning environment. Walker-McConnell scale test and social interaction behavior observation form were used as an inspection tool, and the mean and standard deviation were calculated for data processing, thereby comparing the differences between pre and posttest of the experimental groups. SPSS programs was utilized to verify and examine research hypothesis, and t-test on the significant differences between pre and posttest. The study results were as follows. First, The integrated visual art instruction based on universal design for learning intervention had significant effects on the improvement social ability middle school students with mental retardation. Second, The integrated visual art instruction based on universal design for learning intervention had significant effects on the increase in frequency of social interaction behaviors of middle school students with mental retardation. As a result of this study, it is concluded that the integrated visual art instruction based on universal design for learning intervention has positive effects on social interaction and social competences. Universal design for learning intervention guarantees the students with mental retardation opportunitien opplearn and participen opprough active support in incluive classroom.

학급차원의 긍정적 행동지원이 특수학교 초등부 발달장애학생의 자리이탈 행동과 수업참여 행동에 미치는 효과

임은숙 ( Eun Sook Lim ),권득자 ( Duck Ja Kwon ),신경옥 ( Kyoung Ok Shin ),백은희 ( Eun Hee Paik ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2015 정서ㆍ행동장애연구 Vol.31 No.2

본 연구는 학급차원의 긍정적 행동지원 중재가 특수학교 초등부 발달장애 학생 의 자리이탈 행동과 수업참여 행동에 미치는 영향을 알아보고자 하였다. 학급 차원 의 보편적 지원으로 학급 규칙을 선정하고 일과 확인 및 환경의 재구조화를 독립변 인으로, 자리이탈 행동과 수업참여 행동을 종속변인으로 하였다. 연구대상은 정서장 애 특수학교 초등부의 3학년 한 학급을 대상으로 하였으며, 학급 전체학생 6명의 자 리이탈 및 수업참여행동 발생율의 평균을 통해, 집단을 연구대상 1명으로 간주하는 단일대상 설계를 적용하였고 수학·일상생활·미술시간에 대한 상황간 중다 기초선 설계를 사용하였다. 중재 결과, 학급차원 보편적 지원으로서의 긍정적 행동지원은 발달장애학생의 자리이탈 행동과 수업참여 행동에 유의한 영향을 미쳤다. The purpose of this study was to examine the effects of classroom wide positive behavior support (CWPBS) intervention to reduce the challenging behavior and to increase the academic engagement behaviors for students with developmental disabilities in special school with behavior disorder. The research questions were as followings; Frist, was classroom-wide positive behavior support on the out-of-seat behavior for students with developmental disabilities in special school effective? Secondly, was the classroom-wide positive behavior support on the academic engagement behaviors for students with developmental disabilities in special school effective? This subjects of the study were 6 students with developmental disabilities as a group in special school. Multiple prove baseline design across conditions, which are math, art, and daily living class in special school was utilized as a research design in this study. The intervention was establishing classroom rule for all students and notifying daily schedule to students, environmental restructuring (seat replacement, instructional adoptation), token reinforcement. The result of this study showed that classroom-wide positive behavior support intervention for students with developmental disabilities was effective reducing out of seat behavior and increased academic engagement behaviors of students with developmental disabilities across three condition.

개별 차원의 긍정적 행동지원이 통합 교육환경의 정신지체 학생의 수업 방해 행동에 미치는 영향

김갑상 ( Gab Sang Kim ),국미진 ( Mi Jin Kook ),임은숙 ( Eun Sook Lim ),백은희 ( Eun Hee Paik ) 한국특수교육문제연구소 2015 특수교육저널 : 이론과 실천 Vol.16 No.2

본 연구는 개별차원의 긍정적 행동지원이 초등학교 영어 교과 수업시간에 정신지체 학생의 수업 방해 행동에 미치는 영향을 알아보고자 하였다. 수업 방해 행동에 대한 기능적 행동평가를 실시하고 그 평가내용을 기초하여 문제행동의 감소와 예방을 위한 선행사건·대체행동 기술·후속결과의 중다요소의 긍정적 행동지원 중재를 독립변인으로, 자리이탈 행동과 또래 건드리기 행동을 종속변인으로 하였다. 대상은 초등학교 6학년 정신지체 학생으로 선정하였다. 연구 설계는 단일대상 연구설계에서 행동 간 중다 기초선 설계를 이용하였다. 개별차원의 긍정적 행동지원은 대상 학생의 자리이탈 행동과 또래 건드리기행동의 감소에 효과적으로 나타났다. The purpose of this study was to investigate the effects of positive behavior support(PBS) intervention for Individual Intervention on behavior problems for students with mental retardation in english lesson of elementary school. The independent variables of this study were the PBS interventions with functional behavior assessment and multicomponent intervention of antecedental·setting event, alternative skill instruction, maintaing consequences. The dependent variables of this study were behaviors of seat release, peers-call. The subject were students with mental retardation in elementary school 6th grade. Multiple prvoe design across behaviors were utilized as reserarch design. The results of this study showed that PBS intervention resulted in a reduction of the behaviors of seat release, peers-irritate.

농촌지역 초등학생의 식행동과 생활습관에 관한 연구

박영숙,임은숙 순천향대학교 기초과학연구소 2000 순천향자연과학연구 논문집 Vol.6 No.1

A survey was performed to 182 children of fifth grade in elementary school lolacted in a countryside, Chungnam. The results on their ordinary life-style, dietary behaviors, snack behaviors and physical health status were as follows : 18.7% of the subjects usually did regular exercises and lasted them averaged for 11.8±8.9 minutes. Their parents were mostly high school graduates(68.4% of fathers and 70.9% of mothers). The occupations of father were sales(22.9%), clerks(17.0%), labor workers(15.0%) and so forth with the mother's major occupation as housewife(53.0%). Family expenditure on foods monthly was averaged as 561,000 won and family monthly income as 2,107,000 won. It was indicated by 39.4% of the subjects that he or she skip used to half of one's breakfasts because of appetite lacks(64.1%) or late get-ups(21.4%). Most of the subjects seemed to consume 10-20 minutes for dinner, but some still ate too fast or too slowly. They have been informed by parents on ettiquetts at table(38.2%), eating methods(26.8%) and chopstick usage(12.1%) while 19.7% of them were out of nutrition education. We found snacking was one of important dieting behaviors for children, so that it could be a chance to improve their food and nutritional intakes. Height and weight of the subjects were averaged respectively as 150.0cm and 41.9kg. Average BMI 18.5, which revealed significantly positive but low correlationship to their mother's BMI. It suggested mother would be more affective to dietary living conditions in Korea. Finally we stress to develop eating and everyday-life guidelines for children of countryside as well as cities to improve their health.

전문대학 유아교육과 교육과정 개발에 관한 연구

임종익,임채식,임은숙 영유아교육학회 1998 영유아교육연구 Vol.1 No.1