Pub Date : 2022-08-01DOI: 10.22874/kaba.2022.9.2.31
Y. Kim, So-young Park, J. Yoo, Jongnam Baek
The purpose of this study was to obtain implications for preparing Korean Behavior Analyst Certification by analyzing the subjects related to behavior analysis at special education teacher training that reflects the qualification standards of bachelor's degree program, which has recently been increasing interest in Korea. We analyzed the curriculum posted on the department's website for 46 departments of 31 universities with special education departments among universities that are special education teacher training institution of nationwide. The results of the study are as follows. First, 23 out of 31 colleges (74.2%) have both behavioral analysis principles and clinical practice courses in the department (major) for training teachers in special schools nationwide. Second, 49 subjects related to behavioral analysis principles were opened in the National Special School Teacher Training Department (major), and mainly consisted of 3 credits for elective major, with subject names such as ‘Behavioral modification’, ‘Positive Behavior Support’, and ‘Special child behavior modification’. Third, 123 subjects related to clinical practice were opened in the department (major) for training teachers in special schools nationwide, and mainly consisted of 3 or 2 or less credits for elective major and teaching profession, with subject names such as ‘Educational volunteer activities’, ‘School field practice’, ‘Educational volunteer activities’, and ‘Special education field practice’. According to the results of this study, in order to prepare a bachelor's degree course for behavioral analysis specialists, the necessity of opening additional courses related to behavioral interventions to strengthen the professional competence of preliminary special education teachers was discussed.
{"title":"Current status of behavior analysis-related courses in domestic special education teachers training colleges: basic discussion to prepare criteria for qualification for a bachelor's degree program in behavior analysis experts","authors":"Y. Kim, So-young Park, J. Yoo, Jongnam Baek","doi":"10.22874/kaba.2022.9.2.31","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.31","url":null,"abstract":"\u0000\u0000The purpose of this study was to obtain implications for preparing Korean Behavior Analyst Certification by analyzing the subjects related to behavior analysis at special education teacher training that reflects the qualification standards of bachelor's degree program, which has recently been increasing interest in Korea. We analyzed the curriculum posted on the department's website for 46 departments of 31 universities with special education departments among universities that are special education teacher training institution of nationwide. The results of the study are as follows. First, 23 out of 31 colleges (74.2%) have both behavioral analysis principles and clinical practice courses in the department (major) for training teachers in special schools nationwide. Second, 49 subjects related to behavioral analysis principles were opened in the National Special School Teacher Training Department (major), and mainly consisted of 3 credits for elective major, with subject names such as ‘Behavioral modification’, ‘Positive Behavior Support’, and ‘Special child behavior modification’. Third, 123 subjects related to clinical practice were opened in the department (major) for training teachers in special schools nationwide, and mainly consisted of 3 or 2 or less credits for elective major and teaching profession, with subject names such as ‘Educational volunteer activities’, ‘School field practice’, ‘Educational volunteer activities’, and ‘Special education field practice’. According to the results of this study, in order to prepare a bachelor's degree course for behavioral analysis specialists, the necessity of opening additional courses related to behavioral interventions to strengthen the professional competence of preliminary special education teachers was discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"15 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":"129370625","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.2022.9.2.51
MiHyun Yu, Hyesuk Leepark
The purpose of this study was to investigate whether the Multiple Examplar Instruction(MEI) induced untaught reading responses and number concept responses. These untaught target responses were induced within a stimulus class which showed stimulus equivalence relation. A participant was a first grader with developmental disabilities in an elementary school. The participant exhibited developmental disabilities including language delays. She tacted over 400 objects and pictures, placed number cards in a right order. She worked on early reading skills and number skills. 3 types of stimulus were used for reading responses and number concept responses during MEI and pre- and post-probes: picture cards, corresponding written words, words read vocally for reading and number cards, picture cards with an amount of a number shown and spoken ordinal numbers for number concepts. A multiple probe design was used in this study. First, direct instruction on some of possible stimulus-response relations within the stimulus equivalence relations were delivered in order to establish reinforcement history within that relations. Then, probe for untaught stimulus-response within the same stimulus equivalence relations were conducted. The participant showed low level of correct derived responses with the equivalence relations. A MEI was implemented where the participant learned to respond within the equivalence relations as a type of relational frame. The Participant showed target derived responses within the stimulus equivalence relations during the Post-MEI probe and generalized the derived responding to a novel set of stimuli.
{"title":"A Study on Effects of Multiple Exemplar Instruction on Derived Reading Responses and Number-Concept Responses within Stimuli Equivalence in children with Developmental Disabilities","authors":"MiHyun Yu, Hyesuk Leepark","doi":"10.22874/kaba.2022.9.2.51","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.51","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate whether the Multiple Examplar Instruction(MEI) induced untaught reading responses and number concept responses. These untaught target responses were induced within a stimulus class which showed stimulus equivalence relation. A participant was a first grader with developmental disabilities in an elementary school. The participant exhibited developmental disabilities including language delays. She tacted over 400 objects and pictures, placed number cards in a right order. She worked on early reading skills and number skills. 3 types of stimulus were used for reading responses and number concept responses during MEI and pre- and post-probes: picture cards, corresponding written words, words read vocally for reading and number cards, picture cards with an amount of a number shown and spoken ordinal numbers for number concepts. A multiple probe design was used in this study. First, direct instruction on some of possible stimulus-response relations within the stimulus equivalence relations were delivered in order to establish reinforcement history within that relations. Then, probe for untaught stimulus-response within the same stimulus equivalence relations were conducted. The participant showed low level of correct derived responses with the equivalence relations. A MEI was implemented where the participant learned to respond within the equivalence relations as a type of relational frame. The Participant showed target derived responses within the stimulus equivalence relations during the Post-MEI probe and generalized the derived responding to a novel set of stimuli.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"124 5 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":"121096258","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.2022.9.2.105
Young-ok Paek, Seung-Mun Son
본 연구는 컨설팅을 통한 학급차원의 긍정적 행동지원의 효과를 검증하기 위해 컨설팅 개입시기에 따른 교사의 보편적 중재실행능력과 학생들의 기대행동 변화율의 차이를 확인하였다. 이를 위해 실험집단은 교사연수 이후 컨설팅 통해 보편적 중재가 실행되었고, 비교집단은 교사연수 만으로 교사주도의 중재를 실행한 뒤, 컨설팅이 제공되었다. 연구결과, 컨설팅이 초기에 개입된 실험집단 교사의 보편적 중재실행능력이 비교집단보다 높게 나타났다. 하지만 이후 비교집단에도 컨설팅이 제공되면서 중재종료 시점에는 두 집단의 평균이 같아진 것으로 나타났다. 기대행동 변화율의 차이는 중재초반부터 실험집단이 비교집단보다 기대행동이 높게 상승하였고, 중재가 종료되고 철회된 이후에도 이러한 중재의 효과가 일정하게 유지되는 것으로 나타났다. 이러한 결과는 컨설팅을 통한 보편적 중재의 유의미한 효과와 교사의 긍정적 행동지원 수행에 있어 컨설팅의 초기 개입의 중요성을 시사한다. In this study, in order to verify the effect of Class-wide positive behavior support based on the consulting model, the difference between the teacher's universal intervention ability and the student's expected behavior change rate with and without counseling was confirmed. To this end, the experimental group was provided with universal intervention through consulting after teacher training, and the comparison group was provided with teacher-led intervention after only teacher training. As a result of the study, the universal intervention implementation fidelity of teachers in the experimental group, who was initially involved in consulting, was higher than in the comparison group. However, as consulting was provided to the comparison group after that, it was found that the average of the two groups became the same at the end of the intervention. At the beginning of the intervention, the experimental group showed a steeper increase in the slope in expected behavior than the comparison group, and this effect remained even after the intervention was terminated and withdrawn. These results suggest the significant effect of universal intervention based on the consulting model and the importance of early intervention in the teacher's positive behavior support performance.
本研究为了验证通过咨询在班级层面上给予肯定行动支持的效果，确认了根据咨询介入时期教师的普遍仲裁执行能力和学生期待行动变化率的差异。为此，实验集团在教师研修结束后，通过咨询实行普遍仲裁，比较集团则通过教师研修实行教师主导的仲裁，然后提供咨询。研究结果显示，咨询初期介入的实验集团教师的普遍仲裁执行能力高于比较集团。但此后，随着向比较集团提供咨询，在仲裁结束时，两个集团的平均值有所相同。期待行动变化率的差异显示，从仲裁初期开始，实验组的期待行动比比较组上升得更高，仲裁结束和撤销后，这种仲裁的效果也维持在一定程度上。这样的结果暗示了通过咨询的普遍仲裁的有意义的效果和在教师的肯定性行动支援执行上，咨询的初期介入的重要性。In this study, In order to verify the effect of Class-wide positive behavior support based on the consulting model;the difference between the teacher's universal intervention ability and the student's expected behavior change rate with and without counseling was confirmed。To this end, the experimental group was provided with universal intervention through consulting after teacher training;and the comparison group was provided with teacher-led intervention after only teacher training。a result of the study, the universal intervention implementation fidelity of teachers in the experimental group, who was initially involved in consulting, was higher than the comparison group。However, as consulting was provided to the comparison group after that it was found that the average of the two groups became the same at the end of the intervention。the beginning of the intervention, the experimental group showed a steeper increase in the slope in expected behavior than the comparison groupand this effect remained even after the intervention was terminated and withdrawn。These results suggest the significant effect of universal intervention based on the consulting model and the importance of early intervention in the teacher's positive behavior support performance。
{"title":"The Consulting of Class-wide Positive Behavior Support in Elementary School: Improving Teacher Implementation of Universal Intervention and Children’s Expected Behavior*","authors":"Young-ok Paek, Seung-Mun Son","doi":"10.22874/kaba.2022.9.2.105","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.105","url":null,"abstract":"\u0000\u0000본 연구는 컨설팅을 통한 학급차원의 긍정적 행동지원의 효과를 검증하기 위해 컨설팅 개입시기에 따른 교사의 보편적 중재실행능력과 학생들의 기대행동 변화율의 차이를 확인하였다. 이를 위해 실험집단은 교사연수 이후 컨설팅 통해 보편적 중재가 실행되었고, 비교집단은 교사연수 만으로 교사주도의 중재를 실행한 뒤, 컨설팅이 제공되었다. 연구결과, 컨설팅이 초기에 개입된 실험집단 교사의 보편적 중재실행능력이 비교집단보다 높게 나타났다. 하지만 이후 비교집단에도 컨설팅이 제공되면서 중재종료 시점에는 두 집단의 평균이 같아진 것으로 나타났다. 기대행동 변화율의 차이는 중재초반부터 실험집단이 비교집단보다 기대행동이 높게 상승하였고, 중재가 종료되고 철회된 이후에도 이러한 중재의 효과가 일정하게 유지되는 것으로 나타났다. 이러한 결과는 컨설팅을 통한 보편적 중재의 유의미한 효과와 교사의 긍정적 행동지원 수행에 있어 컨설팅의 초기 개입의 중요성을 시사한다.\u0000\u0000In this study, in order to verify the effect of Class-wide positive behavior support based on the consulting model, the difference between the teacher's universal intervention ability and the student's expected behavior change rate with and without counseling was confirmed. To this end, the experimental group was provided with universal intervention through consulting after teacher training, and the comparison group was provided with teacher-led intervention after only teacher training. As a result of the study, the universal intervention implementation fidelity of teachers in the experimental group, who was initially involved in consulting, was higher than in the comparison group. However, as consulting was provided to the comparison group after that, it was found that the average of the two groups became the same at the end of the intervention. At the beginning of the intervention, the experimental group showed a steeper increase in the slope in expected behavior than the comparison group, and this effect remained even after the intervention was terminated and withdrawn. These results suggest the significant effect of universal intervention based on the consulting model and the importance of early intervention in the teacher's positive behavior support performance.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"15 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":"125668196","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.2022.9.2.75
Gwitaek Park, Eun Kyung Kim
The purpose of this study was to investigate the effects of individualized positive behavioral supports on class disruption behaviors of a middle school student with autism spectrum disorder. The subject was a middle school student with autism spectrum disorder. The multiple probe baseline design across behaviors was used for the research design. The study was carried out in the order of baseline, intervention, maintenance, and generalization. For developing individulized positive behavior, the team of PBS was formed. Based on functional behavior assessment for the subject, multi-factor interventions including intervention of antecedents and setting events, alternative behavior instruction, consequences intervention, and crisis management plan were developed and implemented in special education classroom. The results study were as follows: First, individulized positive behavior was effective in decreasing the class disruption behaviors of the middle school student with autism spectrum disorders. The effects of the intervention were maintained after the completion of the intervention and generalized to language art class. This study suggests that individulized positive behavior can help reduce the class disruption behaviors, maintain the intervention effects, and generalize the effects for middle school students with autism disabilities attending general middle schools.
{"title":"Effects of Individualized Positive Behavioral Supports on Class Disruption Behaviors of a Middle School Student with Autism Spectrum Disorder","authors":"Gwitaek Park, Eun Kyung Kim","doi":"10.22874/kaba.2022.9.2.75","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.2.75","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effects of individualized positive behavioral supports on class disruption behaviors of a middle school student with autism spectrum disorder. The subject was a middle school student with autism spectrum disorder. The multiple probe baseline design across behaviors was used for the research design. The study was carried out in the order of baseline, intervention, maintenance, and generalization. For developing individulized positive behavior, the team of PBS was formed. Based on functional behavior assessment for the subject, multi-factor interventions including intervention of antecedents and setting events, alternative behavior instruction, consequences intervention, and crisis management plan were developed and implemented in special education classroom. The results study were as follows: First, individulized positive behavior was effective in decreasing the class disruption behaviors of the middle school student with autism spectrum disorders. The effects of the intervention were maintained after the completion of the intervention and generalized to language art class. This study suggests that individulized positive behavior can help reduce the class disruption behaviors, maintain the intervention effects, and generalize the effects for middle school students with autism disabilities attending general middle schools.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 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":"129113772","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 : 2022-04-01DOI: 10.22874/kaba.2022.9.1.1
G. Park
The purpose of this study is to identify the behavioral support policy for children with special education needs and disabilities(SEND) in South Korea. Specifically, the Ministry of Education’s special education operation plan from 2018 to 2021 was analyzed in order to find out the details of the government’s behavioral support policy and trend. In addition, in order to understand the details of the local government’s recent behavior support policy for children with SEND, 17 cities and provinces’ special education operation plans for 2021 were analyzed through the content analysis method. As a result of the study, the following two characteristics were found. First, from 2018 to 2021, the government’s behavioral support policy for children with SEND appeared in three categories: team-based positive behavior support, human/material resources and policy operation support, and building capacity of school members for behavior supports. The sub-elements and contents of each category were progressively specialized and detailed by year, and the beneficiaries gradually expanded. Second, the local government’s behavioral support policy for children with SEN in 2021 was classified into three categories in the same way as the government’s policy. Sub-elements and contents of local government policies showed common policies based on government policies, and it was also found that differentiated policies were established according to the characteristics of local governments. Based on the research results, future behavior support policy directions for children with SEND were suggested.
{"title":"A Study on the Analysis of Behavior Support Policy for Children\u0000 with Special Education Needs and disabilities(SEND) in South\u0000 Korea","authors":"G. Park","doi":"10.22874/kaba.2022.9.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.1.1","url":null,"abstract":"\u0000 \u0000 The purpose of this study is to identify the behavioral support policy for\u0000 children with special education needs and disabilities(SEND) in South Korea.\u0000 Specifically, the Ministry of Education’s special education operation plan from\u0000 2018 to 2021 was analyzed in order to find out the details of the government’s\u0000 behavioral support policy and trend. In addition, in order to understand the\u0000 details of the local government’s recent behavior support policy for children\u0000 with SEND, 17 cities and provinces’ special education operation plans for 2021\u0000 were analyzed through the content analysis method. As a result of the study, the\u0000 following two characteristics were found. First, from 2018 to 2021, the\u0000 government’s behavioral support policy for children with SEND appeared in three\u0000 categories: team-based positive behavior support, human/material resources and\u0000 policy operation support, and building capacity of school members for behavior\u0000 supports. The sub-elements and contents of each category were progressively\u0000 specialized and detailed by year, and the beneficiaries gradually expanded.\u0000 Second, the local government’s behavioral support policy for children with SEN\u0000 in 2021 was classified into three categories in the same way as the government’s\u0000 policy. Sub-elements and contents of local government policies showed common\u0000 policies based on government policies, and it was also found that differentiated\u0000 policies were established according to the characteristics of local governments.\u0000 Based on the research results, future behavior support policy directions for\u0000 children with SEND were suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124506683","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 : 2022-04-01DOI: 10.22874/kaba.2022.9.1.27
Daeyong Kim
The purpose of this study is to analyze the trend of single subject research related to verbal behavior analysis. For this purpose, 636 research papers were searched, and 30 papers related to verbal behavior analysis based on Skinner's Verbal Behavior were selected as analysis target papers according to the PRISMA procedure. Analysis target papers were analyzed by publication year, journal name, research participants, dependent and independent variables, research environment, and experimental design. As a result of analyzing the studies related to verbal behavior analysis, studies related to verbal behavior analysis were continuously published, and the dependent variables were verbal operant behaviors such as mand and tact, and higher verbal operant behaviors such as naming, and the independent variable was tact. Most of the research environment of the thesis analyzed in this study was a treatment room, and autism spectrum disorder was the most common type of disability among research participants. According to the results of this study, it was suggested that the study of verbal behavior analysis in Korea is at a relatively early stage, and the limitations of the study and future research are suggested.
{"title":"Analysis of Single Subject Research Trends Related to Verbal\u0000 Behavior Analysis","authors":"Daeyong Kim","doi":"10.22874/kaba.2022.9.1.27","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.1.27","url":null,"abstract":"\u0000 \u0000 The purpose of this study is to analyze the trend of single subject research\u0000 related to verbal behavior analysis. For this purpose, 636 research papers were\u0000 searched, and 30 papers related to verbal behavior analysis based on Skinner's\u0000 Verbal Behavior were selected as analysis target papers according to the PRISMA\u0000 procedure. Analysis target papers were analyzed by publication year, journal\u0000 name, research participants, dependent and independent variables, research\u0000 environment, and experimental design. As a result of analyzing the studies\u0000 related to verbal behavior analysis, studies related to verbal behavior analysis\u0000 were continuously published, and the dependent variables were verbal operant\u0000 behaviors such as mand and tact, and higher verbal operant behaviors such as\u0000 naming, and the independent variable was tact. Most of the research environment\u0000 of the thesis analyzed in this study was a treatment room, and autism spectrum\u0000 disorder was the most common type of disability among research participants.\u0000 According to the results of this study, it was suggested that the study of\u0000 verbal behavior analysis in Korea is at a relatively early stage, and the\u0000 limitations of the study and future research are suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117283701","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 : 2022-04-01DOI: 10.22874/kaba.2022.9.1.75
Young-ok Paek, Seung-Mun Son
The purpose of this study was to develop a structured PBS consulting model so that teachers who have difficulty in class management and student guidance due to students' problematic behavior can perform class-wide positive behavior support(PBS) through systematic consulting. First, the procedures and contents of PBS consulting for universal(Tier1) intervention and targeted group(Tier2) intervention were developed through literature reviewing and being verified by experts, and the validity of PBS consulting contents was verified using Delphi survey. The summary of the results is as follows. The procedure of PBS for universal (tier1) intervention consists of four steps, and the procedure of PBS for targeted group(tier2) intervention consists of five steps. And each procedure were performed identically in accordance with the four-step consulting procedure of “mutual relationship and role definition, collecting information, set goals and strategies, implementation and guidance”. The contents according to the consulting procedure consist of 21 activities of universal intervention and 29 activities of target group intervention, all of which were developed to focus on structured activity sheets.
{"title":"The Development of a Class-Wide Positive Behavior Support Consulting Model by Using Delphi Survey*","authors":"Young-ok Paek, Seung-Mun Son","doi":"10.22874/kaba.2022.9.1.75","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.1.75","url":null,"abstract":"\u0000\u0000The purpose of this study was to develop a structured PBS consulting model so that teachers who have difficulty in class management and student guidance due to students' problematic behavior can perform class-wide positive behavior support(PBS) through systematic consulting. First, the procedures and contents of PBS consulting for universal(Tier1) intervention and targeted group(Tier2) intervention were developed through literature reviewing and being verified by experts, and the validity of PBS consulting contents was verified using Delphi survey. The summary of the results is as follows. The procedure of PBS for universal (tier1) intervention consists of four steps, and the procedure of PBS for targeted group(tier2) intervention consists of five steps. And each procedure were performed identically in accordance with the four-step consulting procedure of “mutual relationship and role definition, collecting information, set goals and strategies, implementation and guidance”. The contents according to the consulting procedure consist of 21 activities of universal intervention and 29 activities of target group intervention, all of which were developed to focus on structured activity sheets.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131337875","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 : 2022-04-01DOI: 10.22874/kaba.2022.9.1.51
S. Kang, Hyesuk Leepark
This study examined effects of providing choices in sequencing tasks and using a visual activity schedule in a six-graders with ADHD and intellectual disabilities. The study was conducted in a special education classroom of a general elementary school. Prior to an intervention, the participant completed a training for pre-requisite skills which were required in using a visual activity schedule. During intervention phase, he was provided with choices in sequencing tasks and the sequence was displayed in an activity schedule. After the participant completed making the visual activity schedule, he was required to follow the schedule. Data were collected during Korean literacy classes and math classes and a multiple baseline across settings design. was used. The results of the study showed that intervals when the participant showed task performance behavior were increased and the change of the behavior maintained in two weeks. The change was generalized in his general education classes.
{"title":"Effects of Providing Choices in Sequencing Tasks and Visual Activity Schedule on Task Performance Behavior in a Student with ADHD and Intellectual Disabilities","authors":"S. Kang, Hyesuk Leepark","doi":"10.22874/kaba.2022.9.1.51","DOIUrl":"https://doi.org/10.22874/kaba.2022.9.1.51","url":null,"abstract":"\u0000\u0000This study examined effects of providing choices in sequencing tasks and using a visual activity schedule in a six-graders with ADHD and intellectual disabilities. The study was conducted in a special education classroom of a general elementary school. Prior to an intervention, the participant completed a training for pre-requisite skills which were required in using a visual activity schedule. During intervention phase, he was provided with choices in sequencing tasks and the sequence was displayed in an activity schedule. After the participant completed making the visual activity schedule, he was required to follow the schedule. Data were collected during Korean literacy classes and math classes and a multiple baseline across settings design. was used. The results of the study showed that intervals when the participant showed task performance behavior were increased and the change of the behavior maintained in two weeks. The change was generalized in his general education classes.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133353026","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 : 2021-12-01DOI: 10.22874/kaba.2021.8.3.101
Sun-Hae You, J. Chung
The purpose of his study was to study the effect of the SDGs-based STEAM program on the class participation behavior, class interference behavior, and science academic achievement of students with underachievers. The subject of this study was three underachievers in B middle school selected by convencience target sampling, and the experiment was conducted in the baseline, intervention, and maintenance stages by multiple baseline design across subjects among the single target research methods. The effect on scientific achievement was examined by conducting pre-tests. Classes applied to the SDGs-based STEAM program were conducted four times a week for a total of 12 weeks, and each session was conducted for 45 minutes during each science class and science-related topic selection time. The results were as follows. First, the SDGs-based STEAM programs showed a positive effect on the underachiever's participation in the class, and the total incidence of the undertaking's participation on the participant was increased and the intervention effect was maintained. Second, the STEAM program based on SDGs had a positive effect on reducing the incidence of class disturbance behaviors of underachievers. Third, the STEAM program based on SDGs had a positive effect on improving the academic achievement of underachievers. After the intervention of the SDGs-based STEAM program. The above findings suggest that the SDGs-based STEAM program should be applied to science-centered curriculum classes of under-achieved students because the SDGs-based STEAM program has a positive effect on students' learning behavior, class obstacle behavior, and science achievement.
{"title":"The Effects of STEAM Program Based on SDGs Class Participation Behavior, Class Interference Behavior and Science Academic Achievement of Students with Underachievers","authors":"Sun-Hae You, J. Chung","doi":"10.22874/kaba.2021.8.3.101","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.101","url":null,"abstract":"\u0000The purpose of his study was to study the effect of the SDGs-based STEAM program on the class participation behavior, class interference behavior, and science academic achievement of students with underachievers. The subject of this study was three underachievers in B middle school selected by convencience target sampling, and the experiment was conducted in the baseline, intervention, and maintenance stages by multiple baseline design across subjects among the single target research methods. The effect on scientific achievement was examined by conducting pre-tests. Classes applied to the SDGs-based STEAM program were conducted four times a week for a total of 12 weeks, and each session was conducted for 45 minutes during each science class and science-related topic selection time. The results were as follows. First, the SDGs-based STEAM programs showed a positive effect on the underachiever's participation in the class, and the total incidence of the undertaking's participation on the participant was increased and the intervention effect was maintained. Second, the STEAM program based on SDGs had a positive effect on reducing the incidence of class disturbance behaviors of underachievers. Third, the STEAM program based on SDGs had a positive effect on improving the academic achievement of underachievers. After the intervention of the SDGs-based STEAM program. The above findings suggest that the SDGs-based STEAM program should be applied to science-centered curriculum classes of under-achieved students because the SDGs-based STEAM program has a positive effect on students' learning behavior, class obstacle behavior, and science achievement.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125255427","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 : 2021-12-01DOI: 10.22874/kaba.2021.8.3.157
Jongnam Baek
A serious game applying virtual reality (VR) is expected to be used as a tool for independent life training by inducing immersion and interest in children with Autism Spectrum Disorders(ASD). This study is to examine a framework for the development of a Virtual Reality-Serious Game(VR-SG) for training ASD children's real life adaptation skills through literature review, and to propose a behaviorist prototype for synchronizing VR-SG. The results of the study are as follows. First, the VR-SG framework approaches in three areas: pedagogy, learning content and game mechanism, and evaluation. Second, the behaviorist strategy for synchronizing VR-SG for real life adaptation skills training for students with ASD is to: (1) Clear application of reinforcement and punishment; (2) Induce continuity of participation in the game by applying the reinforcement plan; (3) diversification of behavioral chains for repetitive practice; (4) difficulty control using stimulation promotion; (5) diversification of reaction promotion according to personal preference. This study presented basic contents for use in the development of independent life training programs for children with ASD by studying the framework for developing functional virtual reality games for children with ASD.
{"title":"Virtual Reality (VR) Serious Game Design Framework and Behaviorism Factors for Real Life Adaptation Skills Training for Children with Autism Spectrum Disorders(ASD)","authors":"Jongnam Baek","doi":"10.22874/kaba.2021.8.3.157","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.3.157","url":null,"abstract":"\u0000A serious game applying virtual reality (VR) is expected to be used as a tool for independent life training by inducing immersion and interest in children with Autism Spectrum Disorders(ASD). This study is to examine a framework for the development of a Virtual Reality-Serious Game(VR-SG) for training ASD children's real life adaptation skills through literature review, and to propose a behaviorist prototype for synchronizing VR-SG. The results of the study are as follows. First, the VR-SG framework approaches in three areas: pedagogy, learning content and game mechanism, and evaluation. Second, the behaviorist strategy for synchronizing VR-SG for real life adaptation skills training for students with ASD is to: (1) Clear application of reinforcement and punishment; (2) Induce continuity of participation in the game by applying the reinforcement plan; (3) diversification of behavioral chains for repetitive practice; (4) difficulty control using stimulation promotion; (5) diversification of reaction promotion according to personal preference. This study presented basic contents for use in the development of independent life training programs for children with ASD by studying the framework for developing functional virtual reality games for children with ASD.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124605546","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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