Pub Date : 2016-10-01DOI: 10.22874/kaba.2016.3.2.65
Jonghee Lee
The study investigated effects of individualized positive behavioral supports on problem behaviors and on-task behavior of an elementary school student with asperger‘s syndrome at home. An elementary school student with asperger‘s syndrome participated in this study. Based on the functional assessment, individualized positive behavioral supports plan was established for this child. A-B design has been used. And child’s problem behaviors were measured using a partial interval recording and on-task behavior was measured permanent product recording. The results are encouraging because they suggest that individualized positive behavioral supports at home could change on problem behaviors of a child with asperger‘s syndrome. Implication for implementing individualized positive behavioral supports were discussed.
{"title":"The Effects of Individualized Positive Behavioral Supports on Problem Behaviors and On-Task Behavior of An Elementary School Student with Asperger’s Syndrome at Home","authors":"Jonghee Lee","doi":"10.22874/kaba.2016.3.2.65","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.2.65","url":null,"abstract":"\u0000The study investigated effects of individualized positive behavioral supports on problem behaviors and on-task behavior of an elementary school student with asperger‘s syndrome at home. An elementary school student with asperger‘s syndrome participated in this study. Based on the functional assessment, individualized positive behavioral supports plan was established for this child. A-B design has been used. And child’s problem behaviors were measured using a partial interval recording and on-task behavior was measured permanent product recording. The results are encouraging because they suggest that individualized positive behavioral supports at home could change on problem behaviors of a child with asperger‘s syndrome. Implication for implementing individualized positive behavioral supports were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133176729","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 : 2016-10-01DOI: 10.22874/kaba.2016.3.2.1
Jeong hae Lee, S. Lee
The purpose of this study was to examine whether the effect of discrete trial teaching for utilization of picture communication book on spontaneous speech of child with language delay. This research was performed with a child with language delay for more than one year. Changing criterion designs was applied to examine the effect of a total of 17 Discrete trial teaching sessions which were split into the five stages on spontaneous speech. The result showed that the rate of the spontaneous speech at each stages by intervention turned out to exceed changing criteria of each and every stage, which meant that spontaneous speech of child with language delay was improved positively by application of target independent variable to the subject in concern. Limitations of generalization of this study findings were argued and we the need of follow-up study suggested.
{"title":"The Effect of Discrete Trial Teaching Using Picture Book on Spontaneous Speech of Child with Language Delay","authors":"Jeong hae Lee, S. Lee","doi":"10.22874/kaba.2016.3.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.2.1","url":null,"abstract":"\u0000The purpose of this study was to examine whether the effect of discrete trial teaching for utilization of picture communication book on spontaneous speech of child with language delay.\u0000This research was performed with a child with language delay for more than one year.\u0000Changing criterion designs was applied to examine the effect of a total of 17 Discrete trial teaching sessions which were split into the five stages on spontaneous speech.\u0000The result showed that the rate of the spontaneous speech at each stages by intervention turned out to exceed changing criteria of each and every stage, which meant that spontaneous speech of child with language delay was improved positively by application of target independent variable to the subject in concern. Limitations of generalization of this study findings were argued and we the need of follow-up study suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125938994","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 : 2016-10-01DOI: 10.22874/kaba.2016.3.2.17
Eun Seon Han, Eun Kyung Kim
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.
{"title":"Effects of Positive Behavior Support Using Picture Exchange Communication System on Problem Behaviors of the Elementary School Student with Autism Spectrum Disorder","authors":"Eun Seon Han, Eun Kyung Kim","doi":"10.22874/kaba.2016.3.2.17","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.2.17","url":null,"abstract":"\u0000The 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.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"40 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125905333","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 : 2016-04-01DOI: 10.22874/kaba.2016.3.1.69
S. Yoon, Eun Kyung Kim
The purpose of this study was to investigate the effects of a comic strip conversation intervention on academic engagement behaviors of elementary school students with autism spectrum disorders. The subjects were two upper elementary-aged male students with autism spectrum disorders Multiple probe design across subjects was used to assess the academic engagement behaviors, and the procedures were composed of baseline, intervention, generalization, and maintenance phases. The comic strip conversion intervention was implemented in the special education classroom for 3-5 times in a week. The special education teacher provided one-to-one instruction to the subject. The data for generalization was collected in regular classroom after intervention termination, and the data for maintenance was collected after two weeks of intervention termination. The results were as follows. First, the comic strip conversation intervention had positive impact on the rate of academic engagement behaviors of the subjects with autism spectrum disorders. Second, the effects of the intervention were generalized in regular classroom setting. Third, the effects of the intervention were maintained after the completion of the intervention. These results imply that the comic strip conversation intervention is helpful to improve the academic engagement behaviors of elementary school students with autism spectrum disorders.
{"title":"Effects of Comic Strip Conversations Intervention on Academic Engagement Behaviors of Elementary School Students with Autism Spectrum Disorders","authors":"S. Yoon, Eun Kyung Kim","doi":"10.22874/kaba.2016.3.1.69","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.1.69","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of a comic strip conversation intervention on academic engagement behaviors of elementary school students with autism spectrum disorders. The subjects were two upper elementary-aged male students with autism spectrum disorders Multiple probe design across subjects was used to assess the academic engagement behaviors, and the procedures were composed of baseline, intervention, generalization, and maintenance phases. The comic strip conversion intervention was implemented in the special education classroom for 3-5 times in a week. The special education teacher provided one-to-one instruction to the subject. The data for generalization was collected in regular classroom after intervention termination, and the data for maintenance was collected after two weeks of intervention termination. The results were as follows. First, the comic strip conversation intervention had positive impact on the rate of academic engagement behaviors of the subjects with autism spectrum disorders. Second, the effects of the intervention were generalized in regular classroom setting. Third, the effects of the intervention were maintained after the completion of the intervention. These results imply that the comic strip conversation intervention is helpful to improve the academic engagement behaviors of elementary school students with autism spectrum disorders.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114829576","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 : 2016-04-01DOI: 10.22874/kaba.2016.3.1.41
B. Kim
The purpose of this study was to examine effects of Cooperative Play Intervention on social interaction of children with Asperger Syndrome. For this study, one elementary student with Asperger Syndrome were selected and A-B design has been used. Initially, baseline data were collected for social initiations and responses. During intervention, evaluation was made for 15-minute observation session using event recording system and anecdotal records. The intervention was made after evaluation. The intervention was practiced in home-setting with non-disabled children. Follow-up data were collected 2 weeks after withdrawal of the intervention in the same setting as the baseline condition. The results of in this study, Cooperative Play Intervention is effective for increasing social interactions of Asperger Syndrome and also for maintaining.
{"title":"Effects of Cooperative Play on Social Interaction of Children with Asperger’s Syndrome","authors":"B. Kim","doi":"10.22874/kaba.2016.3.1.41","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.1.41","url":null,"abstract":"\u0000The purpose of this study was to examine effects of Cooperative Play Intervention on social interaction of children with Asperger Syndrome. For this study, one elementary student with Asperger Syndrome were selected and A-B design has been used. Initially, baseline data were collected for social initiations and responses. During intervention, evaluation was made for 15-minute observation session using event recording system and anecdotal records. The intervention was made after evaluation. The intervention was practiced in home-setting with non-disabled children. Follow-up data were collected 2 weeks after withdrawal of the intervention in the same setting as the baseline condition. The results of in this study, Cooperative Play Intervention is effective for increasing social interactions of Asperger Syndrome and also for maintaining.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128947901","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 : 2016-04-01DOI: 10.22874/kaba.2016.3.1.25
Soojin Kim, Kyong-Mee Chung
Children with ASD(Autism Spectrum Disorder) often report various feeding problems and food selectivity is one of the most frequently reported problematic eating behaviors. Applied Behavior Analysis(ABA) is the Evidence-Based Treatment(EBT) related to feeding problems for children with ASD and numbers of studies have proved treatments based on ABA to be effective. However there are almost no researches done in Korea and so analyzing previous researches done abroad would become a guideline for future studies and treatment cases in clinical settings. The purpose of this study is to review recent studies about treating food selectivity shown by children with ASD and analyze the difference according to various aspects related with the treatment and the subject of the intervention. Considering the results, It is expected for Korean researchers and clinical practitioners to select the most effective treatment programs and make progress in the field of research in feeding problems with ASD.
{"title":"Food Selectivity in Children with Autism Spectrum Disorders: A Review on Intervention Studies Based on Behavioral Methods","authors":"Soojin Kim, Kyong-Mee Chung","doi":"10.22874/kaba.2016.3.1.25","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.1.25","url":null,"abstract":"\u0000Children with ASD(Autism Spectrum Disorder) often report various feeding problems and food selectivity is one of the most frequently reported problematic eating behaviors. Applied Behavior Analysis(ABA) is the Evidence-Based Treatment(EBT) related to feeding problems for children with ASD and numbers of studies have proved treatments based on ABA to be effective. However there are almost no researches done in Korea and so analyzing previous researches done abroad would become a guideline for future studies and treatment cases in clinical settings. The purpose of this study is to review recent studies about treating food selectivity shown by children with ASD and analyze the difference according to various aspects related with the treatment and the subject of the intervention. Considering the results, It is expected for Korean researchers and clinical practitioners to select the most effective treatment programs and make progress in the field of research in feeding problems with ASD.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115194726","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 : 2016-04-01DOI: 10.22874/kaba.2016.3.1.1
Sang In Cho, 정민 오
By analysing the study designed for the single-subject of the problems behavior of elementary students with autism spectrum disorders in Korea, this study aims to discuss effective intervention on behavior problems for elementary school students with autism spectrum disorders. First, we examined general trend of studies according to 22 articles' study trend, research problems, subject of study, type of intervention, experimental design, percentage of non-overlapping data, and other qualitative factors related to single-subject design study. Second, we calculated and analysed PND for each factors of effect-sizes of intervention on problem behaviors. Third, we have done quality analysis based on quality indicators which were proposed by Kim Eun Kyoung(2015). Based on the analyses, we fond out that 1)the research of intervention for men was the most, and 2)intervention was done mainly on school, and 3)most of the interventor were experts. Also, a lot of researches excluded linearity of intervention and social validity and most studies used multiple baseline design across subjects for research of intervention on problem behaviors, and interventions mostly were based on cognitive ability and technology-oriented approach. Suggestions of this study were as follows: First, necessity of variety intervention considered child's characters. Second, necessity of evidence-based research. Third, necessity of research that experts and families work together for the intervention in child's problem behaviors. Fourth, necessity of ecological intervention through functional behavior assessment.
{"title":"Meta-Analysis and Analysing Quality Indicators of Intervention on Problem Behaviors for Elementary Students with Autism Spectrum Disorders","authors":"Sang In Cho, 정민 오","doi":"10.22874/kaba.2016.3.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2016.3.1.1","url":null,"abstract":"\u0000By analysing the study designed for the single-subject of the problems behavior of elementary students with autism spectrum disorders in Korea, this study aims to discuss effective intervention on behavior problems for elementary school students with autism spectrum disorders. First, we examined general trend of studies according to 22 articles' study trend, research problems, subject of study, type of intervention, experimental design, percentage of non-overlapping data, and other qualitative factors related to single-subject design study. Second, we calculated and analysed PND for each factors of effect-sizes of intervention on problem behaviors. Third, we have done quality analysis based on quality indicators which were proposed by Kim Eun Kyoung(2015). Based on the analyses, we fond out that 1)the research of intervention for men was the most, and 2)intervention was done mainly on school, and 3)most of the interventor were experts. Also, a lot of researches excluded linearity of intervention and social validity and most studies used multiple baseline design across subjects for research of intervention on problem behaviors, and interventions mostly were based on cognitive ability and technology-oriented approach. Suggestions of this study were as follows: First, necessity of variety intervention considered child's characters. Second, necessity of evidence-based research. Third, necessity of research that experts and families work together for the intervention in child's problem behaviors. Fourth, necessity of ecological intervention through functional behavior assessment.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122909737","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 : 2015-07-01DOI: 10.22874/kaba.2015.2.1.1
Laura L. Kulikowski, Kwang-Sun Cho Blair, Rose Iovannone, Kimberly Crosland
본 연구는 지역사회 내 한 사립 유아학교의 학급 교사 두 명과 4세 유아 두 명을 대상으로 개별화 행동중재 과정 모형인, Prevent-Teach-Reinforce (PTR) 모형을 적용한 후 유아학교에서의 그 모형 적용 가능성 및 모형의 잠재적 효과성을 알아보는데 초점을 둔 것이다. 단일사례연구 설계 중의 하나인 일과활동간 중다기초선 설계를 사용하여 팀 중심의 PTR 과정을 통해 개발된 PTR 행동중재를 교사가 실행한 것이 대상 유아의 행동 변화에 어느 정도 영향을 주는지 알아보았고, 추가적으로 연구자의 PTR 과정의 단계적 실행에 따른 절차충실도 및 중재의 사회적 타당도 또한 알아보았다. 연구결과, 교사들에 의한 PTR 중재 실행 충실도는 높았고, 교사들이 실행한 중재는 대상 유아의 문제행동을 감소시키고 일과 및 활동의 참여행동을 증가시키는데 긍정적인 영향을 준 것으로 나타났다. 교사들은 중재의 표적이 되지 않았던 유아에게도 PTR 중재를 적용하면서 PTR 중재의 일반화 가능성을 보여주었다. 참여 교사들은 PTR 중재가 적절하고 수용가능한 것으로, PTR 중재의 사회적 타당도는 비교적 높은 것으로 평가를 해 주었으며, 연구 참여 유아들과 연구에서 적용한 PTR 모형을 알지 못하는 두 명의 관찰자 또한 PTR 중재의 사회적 타당도는 높은 것으로 평가를 해 주었다.
{"title":"지역사회 내 유아학교 학급에서의 Prevent-Teach-Reinforce 모형 적용 평가","authors":"Laura L. Kulikowski, Kwang-Sun Cho Blair, Rose Iovannone, Kimberly Crosland","doi":"10.22874/kaba.2015.2.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2015.2.1.1","url":null,"abstract":"\u0000본 연구는 지역사회 내 한 사립 유아학교의 학급 교사 두 명과 4세 유아 두 명을 대상으로 개별화 행동중재 과정 모형인, Prevent-Teach-Reinforce (PTR) 모형을 적용한 후 유아학교에서의 그 모형 적용 가능성 및 모형의 잠재적 효과성을 알아보는데 초점을 둔 것이다. 단일사례연구 설계 중의 하나인 일과활동간 중다기초선 설계를 사용하여 팀 중심의 PTR 과정을 통해 개발된 PTR 행동중재를 교사가 실행한 것이 대상 유아의 행동 변화에 어느 정도 영향을 주는지 알아보았고, 추가적으로 연구자의 PTR 과정의 단계적 실행에 따른 절차충실도 및 중재의 사회적 타당도 또한 알아보았다. 연구결과, 교사들에 의한 PTR 중재 실행 충실도는 높았고, 교사들이 실행한 중재는 대상 유아의 문제행동을 감소시키고 일과 및 활동의 참여행동을 증가시키는데 긍정적인 영향을 준 것으로 나타났다. 교사들은 중재의 표적이 되지 않았던 유아에게도 PTR 중재를 적용하면서 PTR 중재의 일반화 가능성을 보여주었다. 참여 교사들은 PTR 중재가 적절하고 수용가능한 것으로, PTR 중재의 사회적 타당도는 비교적 높은 것으로 평가를 해 주었으며, 연구 참여 유아들과 연구에서 적용한 PTR 모형을 알지 못하는 두 명의 관찰자 또한 PTR 중재의 사회적 타당도는 높은 것으로 평가를 해 주었다.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131152823","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 : 2015-07-01DOI: 10.22874/kaba.2015.2.1.63
S. Yi
Self-injurious behavior(SIB) in students with disabilities is a severe behavioral disorder that has significant social and medical consequences. The purpose of this study was to review the research literature of SIB for students with disabilities and to provide information and suggestions on reducing SIB for future research and practices at schools. A systematic search of the literature from 1996 to 2013 revealed 17 experimental studies published in major special education journals within South Korea. This study analyzed the 17 selected studies in terms of 8 analytical variables: participants, research settings, experimental design, target skills, training program and strategies, results(ie. effects), effects size, qualitative indicators. The findings of the study were as follows: most of the participants were elementary school students of children with ASD. They had severe or profound disabilities. Most of the interventions used applied behavior analysis and positive behavioral supports. Intervention, maintenance and generalization revealed large effects(M PND > 90%). The findings of this study were described in detail on the 8 analytical variables. These findings provide implications for future research and practice to reduce SIB in students with disabilities.
{"title":"A Review of Experimental Research on Self-injurious Behavior for Students with Disabilities","authors":"S. Yi","doi":"10.22874/kaba.2015.2.1.63","DOIUrl":"https://doi.org/10.22874/kaba.2015.2.1.63","url":null,"abstract":"\u0000Self-injurious behavior(SIB) in students with disabilities is a severe behavioral disorder that has significant social and medical consequences. The purpose of this study was to review the research literature of SIB for students with disabilities and to provide information and suggestions on reducing SIB for future research and practices at schools. A systematic search of the literature from 1996 to 2013 revealed 17 experimental studies published in major special education journals within South Korea. This study analyzed the 17 selected studies in terms of 8 analytical variables: participants, research settings, experimental design, target skills, training program and strategies, results(ie. effects), effects size, qualitative indicators. The findings of the study were as follows: most of the participants were elementary school students of children with ASD. They had severe or profound disabilities. Most of the interventions used applied behavior analysis and positive behavioral supports. Intervention, maintenance and generalization revealed large effects(M PND > 90%). The findings of this study were described in detail on the 8 analytical variables. These findings provide implications for future research and practice to reduce SIB in students with disabilities.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128934899","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 : 2015-07-01DOI: 10.22874/kaba.2015.2.1.39
Sang-Uk Han, Y. Moonbong
This study has the purpose to find out the effect of the Discrete Trial Teaching executed during school typical curricular sessions among lower graders of elementary special school program for Autism spectrum disorder on both the achievement and progress of short-term objectives of Individualized Educational Plan of students with autism spectrum disorder and its maintenance. The subjects of the study consisted of 18 lower elementary school graders of the aforementioned school(6 1st graders, 6 2nd graders, and 6 3rd graders). Each program for Discrete Trial Teaching contained 8 Short-Term Objectives (STO’s) and, after the analysis of the rate of Semester achievement to 144 STO’s, the rate of Progress turned out to be 97.91%. The conclusion of the study is as follows: First, the program utilizing Discrete Trial Teaching is effective to the achivement and progress of short-term objectives(STO’s) for each student. Second, the program utilizing Discrete Trial Teaching is effective to the maintenance of short-term objectives(STO’s) for each student. Based on this conclusion of the study, discussions and suggestions were presented related with antecedent studies.
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