학교 차원 긍정적 행동지원의 중요성과 실행 가능성에 대한 유아교사와 유아특수교사의 인식

Abstract

Purpose: This study purposed to examine the perceptions of early childhood teachers and early childhood special education teachers regarding the importance and feasibility of school-wide positive behavior support at the school level. Method: To achieve this, a survey was developed based on an analysis of previous studies on the perception of school-wide positive behavior support, and it was administered to early childhood teachers and early childhood special education teachers. Results: First, both early childhood teachers and early childhood special education teachers highly recognized the importance of school-wide positive behavior support in all items. However, early childhood teachers preschool teachers rated 'Organized and predictable daily routine' in the universal level, 'Implementing teacher training' and 'Group guidance for teaching social skills' in the targeted level, and 'Establishing and implementing positive behavior support plans based on functional assessment' in the individual level higher than early childhood special education teachers. Second, both early childhood teachers and early childhood special education teachers highly recognized the feasibility of implementing school-wide positive behavior support as above average in all items. However, early childhood teachers perceived a higher feasibility of implementing five items in the universal level and three items in the targeted level than early childhood special education teachers. In the individual level, there was no perceptual difference between the two groups of teachers. Third, both groups perceived the feasibility of the items much lower than their importance, and recognized factors such as time constraints, lack of collaboration, and insufficient administrative and financial support as obstacles to implementation. Conclusion: Based on the findings, recommendations for further discussions and directions for future research on the implementation of school-wide positive behavior support in early childhood education settings were suggested.