행동도표를 활용한 긍정적 행동지원이 초등학교 정신지체 학생의 문제행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

ABSTRACT

The Effects of Positive Behavior Support using Congtingency Mapping on the Problem Behaviors of Elementary Schoolchild with Mental Retardation

Park, Jung-me

Major in Elementary Special Education
Graduate School of Special Education
Kongju National University

Supervised by Professor Kim, Samsup. Ph. D.


Intervening problem behaviors in the special education sites is a field that requires worries more than teaching instructions. As kinds, strength, and causes of problem behaviors are various from personal characteristics, teachers are sparing many time and efforts to control or cope with students’ behaviors. Also, problem behaviors of the disabled students are disturbing learning activities of surrounding disabled students and general ones not to mention of own learning. Thus, problem behaviors of disabled students have to be prevented through systematic interventions or replaced by desirable behaviors to already-occurred ones. Previous researches are indicating a fact that teaching effects could be raised to students who do not understand audible information well when teaching replacement behaviors through visual supports. However, most objects of the preceding studies having executed positive behavior supports were children with autistic disorders, thus researches of expanding to other disorder scopes shall be carried out.
Therefore, this study objected students with severe mental disorders who did not understand audible information well, and then executed positive behavior supports using the contingency mapping. Target behaviors were related to problem ones such as the out-of-seat and extreme obstinacy, and executing results on baseline, intervention, and maintenance inspections by using the multiple baseline design between behaviors were same as followings.
First, interventions through positive behavior supports using contingency mapping had effects of reducing the out-of-seat of mentally retarded students in elementary schools. Second, interventions through positive behavior supports using contingency mapping were appeared as having reduction effects on mentally retarded students in elementary schools. Third, behavior changes of objected students were maintained after finishing positive behavior supports using contingency mapping. Though occurrence rates of the out-of-seat and severe obstinacy were decreased during intervening periods compared to baseline ones, and became raised a little more than intervening periods, but changes were maintained even in the maintaining period. Such results were derived from reasons such like functions of problem behaviors were grasped by carrying out function evaluations, and then positive behavior supports like students’ preferred activities, seat’s allocations, and endowing teacher’s interests etc were provided properly. When trying to synthesizing above results, a fact can be confirmed that positive behavior supports using contingency mapping are effective in reducing problem behaviors of mentally retarded students in elementary schools, and also maintaining it.
This study could be said as having an important meaning in that it proved intervening effects by applying the contingency mapping that was a useful behavior-controlling strategy for children with autistic disorders into mentally retarded students.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 정신지체 아동의 문제행동 중재 5
• 2. 시각적 지원을 활용한 긍정적 행동지원 7
• 3. 선행연구 9
• Ⅲ. 방법 15
• 1. 참여자 15
• 2. 장소 및 기간 16
• 3. 도구 17
• 4. 설계 및 절차 19
• 5. 관찰자간 신뢰도 28
• 6. 중재충실도 측정 28
• 7. 사회적 타당도 28
• 8. 관찰자료 분석 29
• Ⅳ. 결과 30
• 1. 행동도표를 활용한 긍정적 행동지원이 자리 이탈하기에 미치는 영향 30
• 2. 행동도표를 활용한 긍정적 행동지원이 고집 부리기에 미치는 영향 31
• 3. 행동도표를 활용한 긍정적 행동지원의 종결 후 유지에 미치는 영향 32
• Ⅴ. 요약 및 결론 34
• 참고문헌 36
• ABSTRACT 40
• 부록 43