개별차원의 긍정적 행동지원이 특수학교 지적장애 초등학생의 수업 방해 행동에 미치는 영향

Abstract

The purpose of this study was to examine the effects of the individualized positive behavior support on problem behaviors of two special school students with intellectual disabilities. The participants were students with intellectual disabilities who received education in grade 3 in a special school. The study utilized multiple baseline design across subjects, and measured behaviors using partial interval recording. Functional behavior assessment was also conducted using direct observation, interviews with the teacher, and with motivational checklist (MAS). Student’s personal profiles were analyzed to identify the function of the behavior. The dependent variables were the classroom disruptive behaviors demonstrated by students during class: out of seat behavior, making noise verbally, banging the desk, chatting with peers during the instruction, and lying down on the floor. The findings from the study indicated that the individualized positive behavior supports (i.e., antecedent strategies, alternative behavioral strategies, and consequent strategies) were helpful reducing disruptive behaviors of the two students during both intervention and maintenance phase. The implication included the guidelines for future research and limitation.