긍정적 행동지원이 자폐성 장애아동의 문제행동에 미치는 영향 = Positive Behavioral Support, Autistic Disorder Affects the Child's Problem Behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study is to discover that positive behavior support affects the problem behavior of frequent aggressive behavior among problems behaviors of autistic children with disabilities.
This study was conducted on autistic children, 11 years 5 months in M elementary school, to show the trends such as self-harm behavior, aggressive behavior, destructive behavior among problem behaviors and data collected with ABC records and review of existing records for the establishment of positive behavior support plan. Positive plans for behavioral problems were set on the basis of context for problem behavior that are expected to affect child's problem behaviors by collected data. A hypothesis, that proper insertion and reward on the preferred activities affects any behavior problems effectively for problem behaviors, were built and verified.
The following results were obtained as a result of this experiment.
First, the positive behavior support interventions was proved effective to reduce self-harm behaviors to autistic child.
Second, aggressive behavior of the target child was reduces through positive behavior support and task performance in a classroom condition was improved.
Third, the destruction of the target children's behavior was reduced through support for positive behavior and positive classroom behavior in a classroom condition was improved.
Fourth, the reduction of problem behavior with autistic child was maintained in the classroom situation of the target child after the mediation ended.
On the other hand, despite these positive findings this research has the following limitations. First, it is difficult to apply the results of this study to all disabled children with variety of environments because only one child with autistic disorder was targeted by using positive behavioral support strategies and the only one targeted child valuated. The disabled child was not examined with long-term observations and alternative actions were not considered due to the schedule of this research though systematic observation, a variety of situations, and actions were reviewed and intermediated about the problem behaviors of disabled child. As a result, levels of long-term effects were not known, finally positive behavior support interventions was conducted in only school area, so it is difficult to generalize in all environments such as the local community. Thus, long-term studies are expected to be conducted in order to meet practical needs for disabled family and autistic child. In addition, this study was conducted in an limited environment such as classroom, so there are limitations not to be done in local community or real-world environment. Thus, a research is expected to be conducted in the field of a variety of local and real-life environment for future studies.

목차 (Table of Contents)

• I. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 자폐성 장애아동의 발달 특성 6
• 2. 문제 행동 13
• 3. 문제 행동의 중재 동향 14
• 4. 긍정적 행동지원의 개념 16
• 5. 긍정적 행동지원의 중재전략 23
• Ⅲ. 연구방법 33
• 1. 연구 대상 33
• 2. 연구 도구 36
• 3. 연구 설계 38
• 4. 연구 절차 38
• Ⅳ. 연구 결과 및 해석 45
• 1. 긍정적 행동지원이 자해행동에 미치는 효과 45
• 2. 긍정적 행동지원이 공격행동에 미치는 효과 46
• 3. 긍정적 행동지원이 파괴행동에 미치는 효과 46
• 4. 긍정적 행동지원이 중재 종결 후에 미치는 효과 47
• Ⅴ. 결론 49
• 1. 결론 49
• 2. 제언 50
• 참고 문헌 51
• (Abstract) 62