통합학급에서의 긍정적 행동지원이 자폐성 장애유아의 문제행동에 미치는 영향*

Abstract

The purpose of this study is to find out the effects of positive behavior support (PBS) in integrated classes on the behavior of autistic behavior disorder in young children. One 5-year old autistic behavior disorder child in the integrated class of public kindergarten in Gyeonggi-do was selected. The study was conducted multiple factors mediations based on functional assessment of the target child using "Multiple baseline design across behavior”. Mediations were conducted to provide positive action support including danger and distraction behaviors and intervention in background and prior events about rejection of food, arbitrations of alternative technology professors, follow-up results and long-term support for risk behavior. Mediation was performed after measuring the baseline, and maintenance data was collected 10 days after the end of arbitrations. Research has shown that positive behavior support in integrated classes has had a positive effect on maintaining a reduction in problem behavior after the termination of arbitration and reduction of problem behavior in autistic disorder children. This study is meaningful to demonstrate that positive behavior support in integrated class is an effective strategy for preventing and mediating problem behavior in autistic disorder children.