Pub Date : 2023-04-01DOI: 10.22874/kaba.2023.10.1.23
Jeong-Seok Kang, Ee Rea Hong
본 연구의 목적은 코칭을 접목한 교사훈련이 특수교사가 자폐스펙트럼장애 학생에게 수정된 대화식 읽기 기법 훈련을 적용할 때 교사의 중재충실도에 미치는 영향을 알아보기 위해 실시되었다. 연구대상은 한 명의 특수교사와 네 명의 자폐스펙트럼장애 학생이다. 본 연구는 사례연구를 적용하였으며, 기초선, 중재, 유지의 순서로 진행되었다. 연구에 참여한 특수교사의 수정된 대화식 읽기 기법 훈련의 정확한 적용을 위해 2시간의 교사훈련과 지속적인 코칭 및 피드백을 제공하였다. 연구 결과 중재 중 그리고 중재가 종료된 이후에도 특수교사는 수정된 대화식 읽기 기법 훈련을 적용함에 있어서 지속적으로 높은 중재충실도를 보였다. 하지만 동시에 교사의 중재충실도가 학생 간 약간의 상이함이 있음을 관찰할 수 있었다. 이 연구를 통해 코칭이 접목된 교사훈련이 자폐스펙트럼장애 아동의 읽고 쓰는 기술을 가르치는 특수교사의 교수에 있어서 효과적인 방법임을 알 수 있었다.
{"title":"특수교사의 대화식 읽기 기법 훈련 적용의 중재충실도에 대한 평가: 사례연구","authors":"Jeong-Seok Kang, Ee Rea Hong","doi":"10.22874/kaba.2023.10.1.23","DOIUrl":"https://doi.org/10.22874/kaba.2023.10.1.23","url":null,"abstract":"\u0000 본 연구의 목적은 코칭을 접목한 교사훈련이 특수교사가 자폐스펙트럼장애 학생에게 수정된 대화식 읽기 기법 훈련을 적용할 때 교사의 중재충실도에\u0000 미치는 영향을 알아보기 위해 실시되었다. 연구대상은 한 명의 특수교사와 네 명의 자폐스펙트럼장애 학생이다. 본 연구는 사례연구를 적용하였으며,\u0000 기초선, 중재, 유지의 순서로 진행되었다. 연구에 참여한 특수교사의 수정된 대화식 읽기 기법 훈련의 정확한 적용을 위해 2시간의 교사훈련과\u0000 지속적인 코칭 및 피드백을 제공하였다. 연구 결과 중재 중 그리고 중재가 종료된 이후에도 특수교사는 수정된 대화식 읽기 기법 훈련을 적용함에\u0000 있어서 지속적으로 높은 중재충실도를 보였다. 하지만 동시에 교사의 중재충실도가 학생 간 약간의 상이함이 있음을 관찰할 수 있었다. 이 연구를\u0000 통해 코칭이 접목된 교사훈련이 자폐스펙트럼장애 아동의 읽고 쓰는 기술을 가르치는 특수교사의 교수에 있어서 효과적인 방법임을 알 수\u0000 있었다.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129166715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.22874/kaba.2023.10.1.1
Gospel Yejin Kim, Kyeung Eun Park
The purpose of this paper is to systematically review and summarize the characteristics of peer-reviewed studies on functional assessments for supporting the challenging behaviors of young children with delays and disabilities. In addition to studies reported from 2000 to 2014 in a previously conducted review on functional assessment supporting challenging behaviors of individuals with developmental disabilities (Lee et al., 2015), we conducted systematic searches of electronic databases, authors, and citations to identify studies that meet the study inclusion criteria. A total of 28 studies were included in this review and were coded by the characteristics of the general study, child participants, and functional assessment. The results indicated the following discussion points: (1) the need for further investigation on various approaches for functional assessment in South Korea, (2) the inclusion of a broader range of children as participants in functional assessment studies, (3) the need for collecting and reporting data on a more detailed information about the functional assessment studies(e.g., duration of the functional assessment). Limitations of the current review and the implications for research and practice are included.
本文的目的是系统地回顾和总结同行评议的关于支持迟缓和残疾儿童挑战性行为的功能评估的研究特点。除了在2000年至2014年之前进行的关于支持发育障碍个体挑战性行为的功能评估的综述(Lee et al.， 2015)中报道的研究外，我们还对电子数据库、作者和引文进行了系统搜索，以确定符合研究纳入标准的研究。本综述共纳入28项研究，并根据一般研究、儿童参与者和功能评估的特征进行编码。结果表明了以下讨论要点:(1)需要进一步调查韩国的各种功能评估方法，(2)纳入更广泛的儿童作为功能评估研究的参与者，(3)需要收集和报告有关功能评估研究的更详细信息的数据(例如:(功能评估的持续时间)。本综述的局限性以及对研究和实践的启示。
{"title":"A systematic literature review on functional assessment for young\u0000 children with developmental delays and disabilities","authors":"Gospel Yejin Kim, Kyeung Eun Park","doi":"10.22874/kaba.2023.10.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2023.10.1.1","url":null,"abstract":"\u0000 The purpose of this paper is to systematically review and summarize the\u0000 characteristics of peer-reviewed studies on functional assessments for\u0000 supporting the challenging behaviors of young children with delays and\u0000 disabilities. In addition to studies reported from 2000 to 2014 in a previously\u0000 conducted review on functional assessment supporting challenging behaviors of\u0000 individuals with developmental disabilities (Lee et al., 2015), we conducted\u0000 systematic searches of electronic databases, authors, and citations to identify\u0000 studies that meet the study inclusion criteria. A total of 28 studies were\u0000 included in this review and were coded by the characteristics of the general\u0000 study, child participants, and functional assessment. The results indicated the\u0000 following discussion points: (1) the need for further investigation on various\u0000 approaches for functional assessment in South Korea, (2) the inclusion of a\u0000 broader range of children as participants in functional assessment studies, (3)\u0000 the need for collecting and reporting data on a more detailed information about\u0000 the functional assessment studies(e.g., duration of the functional assessment).\u0000 Limitations of the current review and the implications for research and practice\u0000 are included.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134400810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.1
Mi Ran Lee, Hyunmi Mun
This study investigated the effects of social autopsy using behavior contingency maps on social communication behaviors of a 5-year-old girl at risk for ADHD. The study applied a multiple-probe baseline design across behaviors which was composed of baseline, intervention, and maintenance phase. The independent variable was social autopsy using behavior contingency maps, and the dependent variables were ‘talking to adults in honorifics’, ‘face-to-face interaction with peers’, and ‘talking with peers at an appropriate distance’. Data were collected by the event recording method and each occurrence rate was calculated. The results shows that all three social communication behaviors were effectively enhanced and maintained with a level improvement of more than 50% on average and PND of 100%. Behavior contingency maps helped a young child to understand the contents of social autopsy. This study results suggest that social autopsy using behavior contingency maps can be used as an effective intervention in order to improve social communication behaviors of young children at risk for ADHD.
{"title":"The Effects of Social Autopsy Using Behavior Contingency Maps on Social Communication Behaviors of A Child at Risk for ADHD","authors":"Mi Ran Lee, Hyunmi Mun","doi":"10.22874/kaba.2022.9.3.1","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.3.1","url":null,"abstract":"\u0000\u0000This study investigated the effects of social autopsy using behavior contingency maps on social communication behaviors of a 5-year-old girl at risk for ADHD. The study applied a multiple-probe baseline design across behaviors which was composed of baseline, intervention, and maintenance phase. The independent variable was social autopsy using behavior contingency maps, and the dependent variables were ‘talking to adults in honorifics’, ‘face-to-face interaction with peers’, and ‘talking with peers at an appropriate distance’. Data were collected by the event recording method and each occurrence rate was calculated. The results shows that all three social communication behaviors were effectively enhanced and maintained with a level improvement of more than 50% on average and PND of 100%. Behavior contingency maps helped a young child to understand the contents of social autopsy. This study results suggest that social autopsy using behavior contingency maps can be used as an effective intervention in order to improve social communication behaviors of young children at risk for ADHD.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115356262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.43
Jerin Kim
The purpose of this study is to review the fidelity measures in school-wide positive behavioral interventions and supports; SWPBIS) with an emphasis on their instrumental characteristics and contents. A total of eight instruments, both domestically and internationally developed, were chosen and reviewed in terms of the purpose, the methods of assessment, the criterion scores on adequacy, the composition, and the accessibility. Also, through the in-depth investigation of the item contents (from 258 items), core and sub-elements were identified, and all relevant items within a specific core element were reviewed according to three dimensions including exposure of the intervention, quality of the intervention providers, and responsiveness of the intervention recipients. As a result, the fidelity measures in the universal behavioral supports are used in a school or research and provide multiple functions (e.g. school teams’ use for the regular implementation monitoring, survey of school faculty and staff’s perception) with varied assessment methods. To enhance the user’s understanding, most measures serve different types of information (e.g., measurement, scoring, utilization methods) and materials (e.g., data collection form, action plan form) in addition to the rating scales and are open to the public at no cost through relevant websites or research publications. Also, the review of the item contents found 10 core elements(e.g., defining and teaching the expected behaviors) and 60 sub-elements (e.g., defining the expectations and rules in a clear and positive manner), and those elements were measured evenly in all three dimensions. In the end, the study provided several implications regarding the further development and utilization of fidelity measures in universal behavioral supports.
{"title":"Review of the fidelity measures in universal behavioral supports","authors":"Jerin Kim","doi":"10.22874/kaba.2022.9.3.43","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.3.43","url":null,"abstract":"\u0000\u0000The purpose of this study is to review the fidelity measures in school-wide positive behavioral interventions and supports; SWPBIS) with an emphasis on their instrumental characteristics and contents. A total of eight instruments, both domestically and internationally developed, were chosen and reviewed in terms of the purpose, the methods of assessment, the criterion scores on adequacy, the composition, and the accessibility. Also, through the in-depth investigation of the item contents (from 258 items), core and sub-elements were identified, and all relevant items within a specific core element were reviewed according to three dimensions including exposure of the intervention, quality of the intervention providers, and responsiveness of the intervention recipients. As a result, the fidelity measures in the universal behavioral supports are used in a school or research and provide multiple functions (e.g. school teams’ use for the regular implementation monitoring, survey of school faculty and staff’s perception) with varied assessment methods. To enhance the user’s understanding, most measures serve different types of information (e.g., measurement, scoring, utilization methods) and materials (e.g., data collection form, action plan form) in addition to the rating scales and are open to the public at no cost through relevant websites or research publications. Also, the review of the item contents found 10 core elements(e.g., defining and teaching the expected behaviors) and 60 sub-elements (e.g., defining the expectations and rules in a clear and positive manner), and those elements were measured evenly in all three dimensions. In the end, the study provided several implications regarding the further development and utilization of fidelity measures in universal behavioral supports.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121935940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.83
Sunhwa Jung
Correspondence between verbal and nonverbal behavior is a relation between what a person says and does or between what a person does and reports. Correspondence training is a procedure to establish the relation between verbal and nonverbal behavior. The purpose of this study was to review studies on correspondence training, analyze the characteristics of the studies, and provide directions for future research. Sixteen single-case design studies were selected, reviewed, and analyzed in the following categories: participants, settings, dependent variables, intervention and procedural integrity, overall outcomes, and review of research methodology based on Quality Indicators(CEC, 2014). Results indicated that the studies on correspondence training have been effective in improving play, on-task, and other appropriate behaviors as well as correspondence between saying and doing, and reducing inappropriate behavior. Based upon review of the studies, directions for future research are discussed.
{"title":"Correspondence Training: A Review of the Literature","authors":"Sunhwa Jung","doi":"10.22874/kaba.2022.9.3.83","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.3.83","url":null,"abstract":"\u0000\u0000Correspondence between verbal and nonverbal behavior is a relation between what a person says and does or between what a person does and reports. Correspondence training is a procedure to establish the relation between verbal and nonverbal behavior. The purpose of this study was to review studies on correspondence training, analyze the characteristics of the studies, and provide directions for future research. Sixteen single-case design studies were selected, reviewed, and analyzed in the following categories: participants, settings, dependent variables, intervention and procedural integrity, overall outcomes, and review of research methodology based on Quality Indicators(CEC, 2014). Results indicated that the studies on correspondence training have been effective in improving play, on-task, and other appropriate behaviors as well as correspondence between saying and doing, and reducing inappropriate behavior. Based upon review of the studies, directions for future research are discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133306863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.127
Dominique Martinez, Kwang-Sun Cho Blair, Marissa Novotny
교실 환경에서 자기 점검에 대한 연구는 학생 행동의 개선에 효과가 있음을 보여주고 있다. 자기점검 중재를 실행하는데 있어 행동 평가 척도는 교사가 학생의 진전 상황을 점검하거나 학생이 자기 점검을 하는 도구로 사용될 수 있다. 본 연구는 학교 차원의 긍정적 행동 중재 및 지원 프로그램을 실행하고 있는, 저소득층 학생들이 주로 교육을 받고 있는 미국의 한 공립 초등학교에서 실행 한 것이다. 2학년 학생 3명을 대상으로 자기점검 도구로 개별화행동평가척도도구(IBRST)를 사용한 것이 학생들의 교실행동에 어떤 변화를 주는지 중다기초선 설계를 사용하여 그 효과를 검증해 본 연구이다. 연구결과, IBRST를 사용한 자기점검은 수업시간 중 성공적으로 대상 학생 모두의 방해행동을 감소시키고 참여행동을 증가시킨 것으로 나타났다. 또한, 용암법을 적용하여 중재를 순차적으로 제거해가는 기간에 대상 학생 모두의 개선된 행동은 유지되었고 2명 학생의 경우 중재를 중단한 후, 1주후 후속 관찰에서 변화된 행동이 유지되고 있는 것을 보여주었다.교사와 학생 모두 IBRST를 사용한 자기점검 중재 절차와 결과에 대해 높은 수준의 만족도를 보여주었다.
{"title":"자기점검 도구로서의 개별화행동평정척도도구를 사용한 학급행동의 개선","authors":"Dominique Martinez, Kwang-Sun Cho Blair, Marissa Novotny","doi":"10.22874/kaba.2022.9.3.127","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.3.127","url":null,"abstract":"\u0000\u0000교실 환경에서 자기 점검에 대한 연구는 학생 행동의 개선에 효과가 있음을 보여주고 있다. 자기점검 중재를 실행하는데 있어 행동 평가 척도는 교사가 학생의 진전 상황을 점검하거나 학생이 자기 점검을 하는 도구로 사용될 수 있다. 본 연구는 학교 차원의 긍정적 행동 중재 및 지원 프로그램을 실행하고 있는, 저소득층 학생들이 주로 교육을 받고 있는 미국의 한 공립 초등학교에서 실행 한 것이다. 2학년 학생 3명을 대상으로 자기점검 도구로 개별화행동평가척도도구(IBRST)를 사용한 것이 학생들의 교실행동에 어떤 변화를 주는지 중다기초선 설계를 사용하여 그 효과를 검증해 본 연구이다. 연구결과, IBRST를 사용한 자기점검은 수업시간 중 성공적으로 대상 학생 모두의 방해행동을 감소시키고 참여행동을 증가시킨 것으로 나타났다. 또한, 용암법을 적용하여 중재를 순차적으로 제거해가는 기간에 대상 학생 모두의 개선된 행동은 유지되었고 2명 학생의 경우 중재를 중단한 후, 1주후 후속 관찰에서 변화된 행동이 유지되고 있는 것을 보여주었다.교사와 학생 모두 IBRST를 사용한 자기점검 중재 절차와 결과에 대해 높은 수준의 만족도를 보여주었다.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125264539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.101
Hyeonsuk Jeon, Hyesuk Leepark
The purpose of this study was to investigate the effect of self-management strategies using tablet pc on class participation behaviors of elementary school with intellectual disabilities. The subjects of the study were 3 elementary school students with intellectual disabilities enrolled in special classes at general schools, and the target behavior was class participation behavior defined as attention-concentration and task performance behavior. As an independent variable, a self-management strategy which included self-monitoring, self-evaluation, and selecting reinforcers was applied using a tablet PC and a smart watch. Multiple baseline across participants design was used for the research design. The study was carried out in the order of baseline, intervention and maintenance. Class participation behavior was measured using a whole interval recording and accuracy of task performance, event recording. The intervention was conducted during literacy classes and generalization of the behavior change was tested during math classes. As a result of the study, the incidence of class participation behavior and accuracy of the task performance increased. The intervention effect was maintained even after the intervention was terminated and generalized.
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Pub Date : 2022-12-01DOI: 10.22874/kaba.2022.9.3.19
Song Yee Yang, Hyesuk Leepark
The current study investigated effects of motivating operation on mand for information in a middle school student with autism spectrum disorders(ASD). Teaching students to mand for information can help them learn advanced language skills, increase their communications skills, and aid in decreasing challenging behaviors. However, students with ASD often do not learn to mand for information without structured teaching. The target responses of this study were mands for information using “what”, “where” and “which” and used a multiple probe design across behaviors to evaluate the effectiveness of the intervention. Target items were selected from high preferred items identified during preference assessments prior to the experiment. During the base line, target items were presented for abolishing operation(AO) of the items. A correct response was immediately reinforced by manded information about items. If the participant emitted no response or an incorrect response during the 5 s delay, the echoic prompt was provided by the instructor. During the intervention condition, the procedures were same as the baseline procedure except absense of the AO, thus EO was in effect for the target items. The EO procedure was effective on increasing mands for information and the participant were able to generalize this skill to novel items.
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Pub Date : 2022-08-01DOI: 10.22874/kaba.2022.9.2.133
Yuna Lee, Jongnam Baek
본 연구는 개별차원의 긍정적 행동지원이 특수학교 지적장애 학생의 수업 활동 중 일어나는 문제행동에 미치는 영향을 검증하고자 기획되었다. 연구대상은 지적장애 학생 1명이며 연구방법은 교실에서 수업 상황에서 발생하는 문제행동에 대하여 행동 간 지연된 중다기초선설계를 적용하였다. 기능적 행동평가를 실행하여 문제행동 정의, 가설설정, 배경 및 선행사건 중재, 대체행동 교수, 후속결과 중재를 포함한 개별차원 긍정적 행동지원을 적용하였을 때 문제행동이 어떻게 변화되는지를 관찰하였다. 개별차원 긍정적 행동지원이 수업 중 일어나는 대상 학생의 문제행동을 감소에 효과적으로 나타났다. 마지막으로, 본 연구 결과에 대해 논의하였으며, 학교에서의 개별차원 긍정적 행동지원을 위한 시사점을 제시하였다. This study was designed to examine the effect of individualized Positive Behaviorial Support(PBS) on problem behaviors that occur during class situations of students with intellectual disabilities in special schools. The subject of the study was one student with intellectual disabilities, and the study method applied a delayed multiple baseline design for problem behaviors occurring during class situations in the classroom. After defining the problem behavior based on the functional behavior evaluation, we observed how problem behavior changed when the individual level positive behavior support including background and antecedent event intervention, alternative behavior instruction, and follow-up outcome intervention was applied after hypotheses were established. The individualized PBS at the individual level was shown to be effective in reducing the problem behaviors of the target students that occur during class. Finally, the results of this study were discussed, and implications for individualized PBS in schools were presented.
本研究是为了验证个别层面的积极行动支持对特殊学校智障学生上课活动中发生的问题行动产生的影响而策划的。研究对象为一名智障学生，研究方法是对课堂教学状况中发生的问题行动采用行动间延迟的中多阶段初选设计。实施功能性行动评价，观察问题行动定义，设定，背景及先行事件仲裁，替代行动教学，后续结果适用包括仲裁在内的个别层面的肯定行动支持时，问题行动会发生怎样的变化。个别层面的积极行动支援有效地减少了上课中发生的学生的问题行动。最后，对本研究结果进行了讨论，并提出了在学校个别层面上支持积极行动的启示。This study was designed to examine the effect of individualized Positive Behaviorial Support(PBS) on problem behaviors that occur during class situations of students in intellectual disabilities inspecial美国。study was one student with intellectual disabilities;and the study method applied a delayed multiple baseline design for problem behaviors occurring during class situations in the classroom。After defining the problem behavior based on the functional behavior evaluation，我们observed how problem behavior changed when the individual level positive behavior support including background and antecedent event intervention, alternative behavior instruction，and follow-up outcome intervention was applied after hypotheses were established。The individualized PBS at The individual level was shown to be effective in reducing The problem behaviors of The target students that occur during classFinally, the results of this study were discussed, and implications for individualized PBS in schools were presented。
{"title":"Effect of Individualized Positive Behavior Support on Problem Behavior of Students with Intellectual Disabilities in Special Schools","authors":"Yuna Lee, Jongnam Baek","doi":"10.22874/kaba.2022.9.2.133","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.133","url":null,"abstract":"\u0000\u0000본 연구는 개별차원의 긍정적 행동지원이 특수학교 지적장애 학생의 수업 활동 중 일어나는 문제행동에 미치는 영향을 검증하고자 기획되었다. 연구대상은 지적장애 학생 1명이며 연구방법은 교실에서 수업 상황에서 발생하는 문제행동에 대하여 행동 간 지연된 중다기초선설계를 적용하였다. 기능적 행동평가를 실행하여 문제행동 정의, 가설설정, 배경 및 선행사건 중재, 대체행동 교수, 후속결과 중재를 포함한 개별차원 긍정적 행동지원을 적용하였을 때 문제행동이 어떻게 변화되는지를 관찰하였다. 개별차원 긍정적 행동지원이 수업 중 일어나는 대상 학생의 문제행동을 감소에 효과적으로 나타났다. 마지막으로, 본 연구 결과에 대해 논의하였으며, 학교에서의 개별차원 긍정적 행동지원을 위한 시사점을 제시하였다.\u0000\u0000This study was designed to examine the effect of individualized Positive Behaviorial Support(PBS) on problem behaviors that occur during class situations of students with intellectual disabilities in special schools. The subject of the study was one student with intellectual disabilities, and the study method applied a delayed multiple baseline design for problem behaviors occurring during class situations in the classroom. After defining the problem behavior based on the functional behavior evaluation, we observed how problem behavior changed when the individual level positive behavior support including background and antecedent event intervention, alternative behavior instruction, and follow-up outcome intervention was applied after hypotheses were established. The individualized PBS at the individual level was shown to be effective in reducing the problem behaviors of the target students that occur during class. Finally, the results of this study were discussed, and implications for individualized PBS in schools were presented.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127022884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.22874/kaba.2022.9.2.1
Younghee Kim, Eunhee Paik
The purpose of this study was to analyze the effect of discrete-trial training(DTT) on acquisition of social communicative skills of young children with autism spectrum disorder(ASD). Three participants with previous diagnoses of ASD were selected from the list of children receiving services from the Korean Institute for Applied Behavior Analysis(KIABA). Target behaviors of this study were: (1) pointing the item related when the usage or function is explained, (2) imitating vowels “Ah, Eoh, Oh, Uh, Eeh”, (3) telling a story after arranging a set of three serial picture cards in order. Three DTT programs were developed to teach each of the target behaviors combined with fading, shaping, and chaining procedures, and examined the effectiveness through the experimental intervention. The multiple-probe design across training steps was conducted with 3 participants receiving discrete trial training. The results showed that all the three discrete trial training programs were highly effective to teach social communication skills to children with ASD.
{"title":"The Effect of Discrete Trial Training on Acquisition of Social Communication Skills of Young Children with Autism Spectrum Disorder","authors":"Younghee Kim, Eunhee Paik","doi":"10.22874/kaba.2022.9.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.1","url":null,"abstract":"\u0000\u0000The purpose of this study was to analyze the effect of discrete-trial training(DTT) on acquisition of social communicative skills of young children with autism spectrum disorder(ASD). Three participants with previous diagnoses of ASD were selected from the list of children receiving services from the Korean Institute for Applied Behavior Analysis(KIABA). Target behaviors of this study were: (1) pointing the item related when the usage or function is explained, (2) imitating vowels “Ah, Eoh, Oh, Uh, Eeh”, (3) telling a story after arranging a set of three serial picture cards in order. Three DTT programs were developed to teach each of the target behaviors combined with fading, shaping, and chaining procedures, and examined the effectiveness through the experimental intervention. The multiple-probe design across training steps was conducted with 3 participants receiving discrete trial training. The results showed that all the three discrete trial training programs were highly effective to teach social communication skills to children with ASD.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"73 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130014535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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