Effect of Individualized Positive Behavior Support on Problem Behavior of Students with Intellectual Disabilities in Special Schools

Abstract

본 연구는 개별차원의 긍정적 행동지원이 특수학교 지적장애 학생의 수업 활동 중 일어나는 문제행동에 미치는 영향을 검증하고자 기획되었다. 연구대상은 지적장애 학생 1명이며 연구방법은 교실에서 수업 상황에서 발생하는 문제행동에 대하여 행동 간 지연된 중다기초선설계를 적용하였다. 기능적 행동평가를 실행하여 문제행동 정의, 가설설정, 배경 및 선행사건 중재, 대체행동 교수, 후속결과 중재를 포함한 개별차원 긍정적 행동지원을 적용하였을 때 문제행동이 어떻게 변화되는지를 관찰하였다. 개별차원 긍정적 행동지원이 수업 중 일어나는 대상 학생의 문제행동을 감소에 효과적으로 나타났다. 마지막으로, 본 연구 결과에 대해 논의하였으며, 학교에서의 개별차원 긍정적 행동지원을 위한 시사점을 제시하였다. This study was designed to examine the effect of individualized Positive Behaviorial Support(PBS) on problem behaviors that occur during class situations of students with intellectual disabilities in special schools. The subject of the study was one student with intellectual disabilities, and the study method applied a delayed multiple baseline design for problem behaviors occurring during class situations in the classroom. After defining the problem behavior based on the functional behavior evaluation, we observed how problem behavior changed when the individual level positive behavior support including background and antecedent event intervention, alternative behavior instruction, and follow-up outcome intervention was applied after hypotheses were established. The individualized PBS at the individual level was shown to be effective in reducing the problem behaviors of the target students that occur during class. Finally, the results of this study were discussed, and implications for individualized PBS in schools were presented.