그림교환의사소통체계(PECS)를 활용한 긍정적 행동지원이 자폐성장애 초등학생의 문제행동에 미치는 영향*

Abstract

The purpose of this study was to investigate the effects of positive behavior support(PBS) intervention using Picture Exchange Communication System(PECS) on problem behaviors of the elementary school student with autism spectrum disorder. For the study, a child with autism spectrum disorder was selected and individualized PBS with functional assessment were implemented using multiple treatment design. PECS intervention was conducted with setting events and antecedent events, alternative behaviors, consequences. The baseline and intervention were observed in a special class room during study and break time. Remaining effects were observed two weeks after last intervention. Social validity were measured by 50 people, who work as a special education teacher or special education students at university. The results of this study is as follows. First, the effect of PBS intervention using PECS makes strong decrease of acquisition function behavior and little decrease of evasion function behavior. Second, the effect of PBS intervention using PECS was maintained even after intervention ended. Third, social validity of this research was over average level, makes chance to apply this intervention on public education. The significance of this study is as follows. First, PBS intervention using PECS can be applied reducing problem behavior of an non-verbal elementary school student with severe autism used as a kind of communications. Second, PBS intervention using PECS made significant differences between effective and less effective intervention applied at an elementary school student with autism spectrum disorder who have problem at sensory stimulus.