Pub Date : 2021-04-01DOI: 10.22874/kaba.2021.8.1.199
M. Park
The purpose of this study was to provide cooperative advisory for individualized positive behavior support to help teachers prevent emotional and behavioral issues and guide desirable alternative actions for infants who need individual support for emotional and behavioral problems. This study involved 48 infants and 48 teachers attending one kindergarten and 23 daycare centers in Y city. The results of the study were as follows. First, the function of the infant's emotional and behavioral problems was expressed as an out-of-the-box emotional and behavioral problem with the highest compensation variable. Second, teachers most frequently used negative response strategies for the out-of-the-box emotional and behavioral problems of infants, which changed to the most frequent use of positive response strategies after positive behavior support advice. Positive response strategies were used most frequently for internalized emotional and behavioral problems in infants, and positive prevention strategies I were changed to the most frequent use after positive behavior support advice. This study was meaningful in that it demonstrated the effectiveness of cooperative advice on positive action support at individual levels and confirmed its need to prevent and manage emotional and behavioral problems in infants.
{"title":"The Effects of Cooperative Advisory for Individualized Positive Behavior Support on Emotional and Behavioral Problems of Infants","authors":"M. Park","doi":"10.22874/kaba.2021.8.1.199","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.199","url":null,"abstract":"\u0000The purpose of this study was to provide cooperative advisory for individualized positive behavior support to help teachers prevent emotional and behavioral issues and guide desirable alternative actions for infants who need individual support for emotional and behavioral problems. This study involved 48 infants and 48 teachers attending one kindergarten and 23 daycare centers in Y city. The results of the study were as follows. First, the function of the infant's emotional and behavioral problems was expressed as an out-of-the-box emotional and behavioral problem with the highest compensation variable. Second, teachers most frequently used negative response strategies for the out-of-the-box emotional and behavioral problems of infants, which changed to the most frequent use of positive response strategies after positive behavior support advice. Positive response strategies were used most frequently for internalized emotional and behavioral problems in infants, and positive prevention strategies I were changed to the most frequent use after positive behavior support advice. This study was meaningful in that it demonstrated the effectiveness of cooperative advice on positive action support at individual levels and confirmed its need to prevent and manage emotional and behavioral problems in infants.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126071339","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 : 2021-04-01DOI: 10.22874/kaba.2021.8.1.183
Soo Jin Bang, Sung Bong Lee
The purpose of this study is to know the changed awareness since the social workers who directly provide services to have participated in the intervention with applied behavior analysis and about the requirements to be supported for adults with developmental disabilities with applied behavior analysis in the field. Semi-structured in-depth interviews were conducted with 6 workers in daycare centers located in Seoul and Gyeonggi-do. The results according to the research as follows: First, workers took a very positive direction that it needs to be applied for them because applied behavior analysis intervention for adults with intellectual disabilities and autism spectrum disorders got the distinct result, Second, professionals and financial supports were required for the field application. The results of this study demonstrated that applied behavior analysis intervention is the effective method for adults with developmental disabilities and proposed the demands to apply it concretely at daycare centers.
{"title":"The Awareness and the Requirements of Daycare Center Workers for the People with Disability towards Applied Behavior Analysis","authors":"Soo Jin Bang, Sung Bong Lee","doi":"10.22874/kaba.2021.8.1.183","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.183","url":null,"abstract":"\u0000The purpose of this study is to know the changed awareness since the social workers who directly provide services to have participated in the intervention with applied behavior analysis and about the requirements to be supported for adults with developmental disabilities with applied behavior analysis in the field. Semi-structured in-depth interviews were conducted with 6 workers in daycare centers located in Seoul and Gyeonggi-do. The results according to the research as follows: First, workers took a very positive direction that it needs to be applied for them because applied behavior analysis intervention for adults with intellectual disabilities and autism spectrum disorders got the distinct result, Second, professionals and financial supports were required for the field application. The results of this study demonstrated that applied behavior analysis intervention is the effective method for adults with developmental disabilities and proposed the demands to apply it concretely at daycare centers.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116782705","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 : 2021-04-01DOI: 10.22874/kaba.2021.8.1.1
Young-Mee Kang, Moonbong Yang
In order to examine the effects of applied behavior analysis-based behavioral contracts have on self-management skills of students with intellectual disabilities, in this study, behavioral contracts were implemented for a total of 2 students, one 2nd grade student in an elementary school special class and one 1st grade student attending post-high school specialized vocational program in special school. Based on previous studies, the behavioral contracts were prepared by including the common components required for the behavioral contracts. As for the self-management skills, regular and repetitive daily behaviors with a high probability to perform everyday were selected among the daily life skills required for individual students. In particular, factors related to self-management competency were considered in the whole process starting from selecting target behavior to writing the behavioral contracts, implementing the behavioral contracts, and ending the behavioral contracts. The experiments of student A and student B were conducted at school and at home, respectively, and functional relation was demonstrated by applying a reversal design. As a result of visual analysis, the applied behavior analysis-based behavioral contracts were effective in increasing the self-management skills of students with intellectual disabilities. The effects of intervention observed in school were maintained afterwards, and the effects of intervention at home were also generalized in the school environment. Discussion and suggestions for the overall study have been described.
{"title":"The Effects of Applied Behavior Analysis-Based Behavioral Contracts on Self-Management Skills of Students with Intellectual Disabilities","authors":"Young-Mee Kang, Moonbong Yang","doi":"10.22874/kaba.2021.8.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.1","url":null,"abstract":"\u0000In order to examine the effects of applied behavior analysis-based behavioral contracts have on self-management skills of students with intellectual disabilities, in this study, behavioral contracts were implemented for a total of 2 students, one 2nd grade student in an elementary school special class and one 1st grade student attending post-high school specialized vocational program in special school. Based on previous studies, the behavioral contracts were prepared by including the common components required for the behavioral contracts. As for the self-management skills, regular and repetitive daily behaviors with a high probability to perform everyday were selected among the daily life skills required for individual students. In particular, factors related to self-management competency were considered in the whole process starting from selecting target behavior to writing the behavioral contracts, implementing the behavioral contracts, and ending the behavioral contracts. The experiments of student A and student B were conducted at school and at home, respectively, and functional relation was demonstrated by applying a reversal design. As a result of visual analysis, the applied behavior analysis-based behavioral contracts were effective in increasing the self-management skills of students with intellectual disabilities. The effects of intervention observed in school were maintained afterwards, and the effects of intervention at home were also generalized in the school environment. Discussion and suggestions for the overall study have been described.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"200 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134529495","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 : 2021-04-01DOI: 10.22874/kaba.2021.8.1.115
Jinhyeok Choi, Jaekook Park, Minyoung Kim
This study to analyze the research trends of papers related to the diagnosis of autism spectrum disorder by using keyword network analysis. The analysis papers were 42 papers related to the diagnosis of autism disorder published from 2011-2020. As for the analysis data, general research trends, frequency analysis of major keywords, and network analysis were conducted using textome and UCINET. The results of this study are as follows. First, it was confirmed that a total of 42 studies were conducted from 2011 to 2020. Second, most of the papers related to the diagnosis of autism spectrum disorder were found to be academic journals in the field of special education. Third, as a result of examining the frequency of occurrence of major keywords in research related to the diagnosis of autism disorder, it was found in the order of ‘autism spectrum disorder’, ‘early diagnosis’, ‘focus’, ‘early screening’, and ‘infants’. Fourth, the result of TF-IDF weight analysis showed similar results to the order of appearance frequency. Fifth, in the N-gram analysis, the keywords that are highly related to the keyword ‘autism spectrum disorder’ were found to be in the order of ‘early diagnosis’, ‘early screening’, ‘children’, and ‘infants’. In addition, in the analysis of the semantic network, the keyword ‘autism spectrum disorder’ showed ‘early diagnosis’ and the highest degree of center of connection. Sixth, in the CONCOR analysis, the main clusters such as characteristics and support system for ‘autism spectrum disorder’, ‘diagnosis tool development’, and ‘early diagnosis’ were identified. This study analyzed the trends of research related to the diagnosis of autistic disorder, and discussed and suggested future research directions.
{"title":"Analysis of Research Trends Related to Diagnosis of ASD Through Keyword Network Analysis: Focusing on domestic academic journals published from 2011-2020*","authors":"Jinhyeok Choi, Jaekook Park, Minyoung Kim","doi":"10.22874/kaba.2021.8.1.115","DOIUrl":"https://doi.org/10.22874/kaba.2021.8.1.115","url":null,"abstract":"\u0000This study to analyze the research trends of papers related to the diagnosis of autism spectrum disorder by using keyword network analysis. The analysis papers were 42 papers related to the diagnosis of autism disorder published from 2011-2020. As for the analysis data, general research trends, frequency analysis of major keywords, and network analysis were conducted using textome and UCINET. The results of this study are as follows. First, it was confirmed that a total of 42 studies were conducted from 2011 to 2020. Second, most of the papers related to the diagnosis of autism spectrum disorder were found to be academic journals in the field of special education. Third, as a result of examining the frequency of occurrence of major keywords in research related to the diagnosis of autism disorder, it was found in the order of ‘autism spectrum disorder’, ‘early diagnosis’, ‘focus’, ‘early screening’, and ‘infants’. Fourth, the result of TF-IDF weight analysis showed similar results to the order of appearance frequency. Fifth, in the N-gram analysis, the keywords that are highly related to the keyword ‘autism spectrum disorder’ were found to be in the order of ‘early diagnosis’, ‘early screening’, ‘children’, and ‘infants’. In addition, in the analysis of the semantic network, the keyword ‘autism spectrum disorder’ showed ‘early diagnosis’ and the highest degree of center of connection. Sixth, in the CONCOR analysis, the main clusters such as characteristics and support system for ‘autism spectrum disorder’, ‘diagnosis tool development’, and ‘early diagnosis’ were identified. This study analyzed the trends of research related to the diagnosis of autistic disorder, and discussed and suggested future research directions.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134255478","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 : 2020-12-01DOI: 10.22874/kaba.2020.7.3.21
Mei-Miao Lin, S. Lee
This study aims to exam the research questions of how behavioral contracts and shadowing affect the pronunciation and speaking of adult Chinese beginners. In this study, the researcher conducted interventions on three adults who did not have any experience in learning Chinese. To examine the research questions, the accuracy of Chinese pronunciation and speech of 3 participants were measured and analyzed through the evaluation sheet using the multiple-baseline design across participants, which consist of baseline, intervention, and maintenance 3 stages. To improve Chinese speaking ability, speaking instruction was conducted through behavioral contracts and shadowing, and it was evaluated using Chinese pronunciation and speaking evaluation papers. As a result of the study, the intervention method using the behavioral contract and shadowing improved Chinese pronunciation and speaking ability, and showed a high retention rate in the maintenance test. Even after the experiment, the study participants were using the learned words and phrases in an appropriate situation, and they expressed the expectation that it would be very helpful in studying Chinese in the future as they gained an overall understanding of Chinese. The results demonstrated that the behavior contract and shadowing method had a positive effect on pronunciation and speaking of the adult Chinese beginners.
{"title":"The Effects of Behavior Contract and Shadowing on Chinese Pronunciation and Speaking ability for Adult Chinese Beginners","authors":"Mei-Miao Lin, S. Lee","doi":"10.22874/kaba.2020.7.3.21","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.3.21","url":null,"abstract":"\u0000\u0000This study aims to exam the research questions of how behavioral contracts and shadowing affect the pronunciation and speaking of adult Chinese beginners. In this study, the researcher conducted interventions on three adults who did not have any experience in learning Chinese. To examine the research questions, the accuracy of Chinese pronunciation and speech of 3 participants were measured and analyzed through the evaluation sheet using the multiple-baseline design across participants, which consist of baseline, intervention, and maintenance 3 stages. To improve Chinese speaking ability, speaking instruction was conducted through behavioral contracts and shadowing, and it was evaluated using Chinese pronunciation and speaking evaluation papers. As a result of the study, the intervention method using the behavioral contract and shadowing improved Chinese pronunciation and speaking ability, and showed a high retention rate in the maintenance test. Even after the experiment, the study participants were using the learned words and phrases in an appropriate situation, and they expressed the expectation that it would be very helpful in studying Chinese in the future as they gained an overall understanding of Chinese. The results demonstrated that the behavior contract and shadowing method had a positive effect on pronunciation and speaking of the adult Chinese beginners.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116092909","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 : 2020-12-01DOI: 10.22874/kaba.2020.7.3.41
Yun kyung Yoo, Eunhee Paik
The purpose of this study was to investigate the perception of middle school special education teachers on importance and implementability of the individualized positive behavior support, and to find out what administrative support is needed for positive behavior support in inclusive middle school setting. Specific research questions were as follows. First, what is the perceptions of special education teachers on the importance of the individualized positive behavior support in inclusive middle school? Second, what is the perceptions of special education teachers on implementability of individualized positive behavior support in inclusive middle schools? Third, what support is necessary to implement and manage the individualized positive behavior support in inclusive middle school? Paired Sample t-test and Repeated Measures ANOVA methods were operated, utilizing IBM SPSS 25 for quantitative data analysis. Open questions were also included to know the needed support for teachers. The results of the study were as follows: First, it was found that the special education teachers perceived functional behavior assessment, intervention, and crisis intervention plan being important factors mostly. Secondly, teachers had been implemented functional behavior assessment, prioritizing target behavior defining and crisis intervention plan at school. Lastly, it is necessary to provide administrative support for teachers like enough time for intervention, school culture change and professional help like applied behavior analysis for positive behavior intervention support in inclusive middle school.
{"title":"The Perception of Special Education Teachers on the Importance and the Implmentability of Individualized Positive Behavior Support in Inclusive Middle School","authors":"Yun kyung Yoo, Eunhee Paik","doi":"10.22874/kaba.2020.7.3.41","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.3.41","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the perception of middle school special education teachers on importance and implementability of the individualized positive behavior support, and to find out what administrative support is needed for positive behavior support in inclusive middle school setting. Specific research questions were as follows. First, what is the perceptions of special education teachers on the importance of the individualized positive behavior support in inclusive middle school? Second, what is the perceptions of special education teachers on implementability of individualized positive behavior support in inclusive middle schools? Third, what support is necessary to implement and manage the individualized positive behavior support in inclusive middle school? Paired Sample t-test and Repeated Measures ANOVA methods were operated, utilizing IBM SPSS 25 for quantitative data analysis. Open questions were also included to know the needed support for teachers. The results of the study were as follows: First, it was found that the special education teachers perceived functional behavior assessment, intervention, and crisis intervention plan being important factors mostly. Secondly, teachers had been implemented functional behavior assessment, prioritizing target behavior defining and crisis intervention plan at school. Lastly, it is necessary to provide administrative support for teachers like enough time for intervention, school culture change and professional help like applied behavior analysis for positive behavior intervention support in inclusive middle school.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130313697","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 : 2020-12-01DOI: 10.22874/kaba.2020.7.3.1
H. Lim, S. Lee, Eunhee Paik
The purpose of this study was to investigate the effects of an individualized positive behavior support on temper tantrum and self-injurious behavior of a child with autism spectrum disorder(ASD). The study utilized multiple baseline design across setting: dinner time, discrete trial training and language rehabilitation. Individualized positive behavior support was conducted, including functional behavior assessment and behavior support plan which is background and setting event strategies, alternative behavior teaching strategies, and consequence strategies, in the dinner time, where temper tantrum and self-injurious behavior of a target child occur frequently, and in the discrete trial training and language rehabilitation of setting of the clinique. The results showed that individualized positive behavior support reduced the frequency of temper tantrum and self-injurious behavior of a child with ASD during both intervention and maintenance phase and generalized across the settings.
{"title":"The Effects of Individualized Positive Behavior Support on Temper Tantrum and Self-Injurious Behavior of a Child with Autism Spectrum Disorder","authors":"H. Lim, S. Lee, Eunhee Paik","doi":"10.22874/kaba.2020.7.3.1","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.3.1","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effects of an individualized positive behavior support on temper tantrum and self-injurious behavior of a child with autism spectrum disorder(ASD). The study utilized multiple baseline design across setting: dinner time, discrete trial training and language rehabilitation. Individualized positive behavior support was conducted, including functional behavior assessment and behavior support plan which is background and setting event strategies, alternative behavior teaching strategies, and consequence strategies, in the dinner time, where temper tantrum and self-injurious behavior of a target child occur frequently, and in the discrete trial training and language rehabilitation of setting of the clinique. The results showed that individualized positive behavior support reduced the frequency of temper tantrum and self-injurious behavior of a child with ASD during both intervention and maintenance phase and generalized across the settings.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"285 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122401364","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 : 2020-08-01DOI: 10.22874/kaba.2020.7.2.67
Jong-Hi Baek, G. Park
This study analyzed the current status of the publication of 『Journal of Behavior Analysis and Support』from the first issue of 2014 to the December issue of 2019, the utilization and systematic nature of the journals, and the efforts to improve the quality of the journals. The analysis results of this study are as follows. First, the publication performance of the journal has steadily improved since its inception, and the contents and methods of the paper are completely in line with the subject matter of the journal. However, the efforts are required to expand the contribution source in the future. Second, it was found that the accessibility of published papers was high in terms of the usability and systemicity of the journal, and the citation index of the journal and the composition and organization of the journal were good. It will be necessary to consider introducing a standard (JATS) for online publishing of academic papers. Third, efforts to improve the quality of the journals have been actively made in view of the performance of online management systems, strictness of screening procedures, activities to strengthen research ethics, and holding workshops and conferences. However, it is believed that calls for strengthening ethical education and IRB approval for human research activities are needed. This study was meaningful in that it provided effective information on the utilization, system, ethics, and academic values to be pursued as a professional journal, and also provided an opportunity to discuss the future direction of the journal's development.
本研究分析了《Journal of Behavior Analysis and Support》从2014年第1期至2019年12月期的出版现状、期刊的利用情况和系统性，以及为提高期刊质量所做的努力。本研究的分析结果如下:一是创刊以来期刊的发表业绩稳步提升，论文的内容和方法完全符合期刊的主题。但是，今后需要努力扩大捐款来源。第二，在期刊的可用性和系统性方面发现，发表论文的可及性较高，期刊的被引索引和期刊的组成和组织都很好。有必要考虑引入学术论文在线出版标准(JATS)。三是积极提高期刊质量，从网上管理系统的运行、严格筛选程序、加强科研伦理活动、举办研讨会和会议等方面入手。但是，有必要呼吁加强伦理教育和伦理审查委员会对人类研究活动的批准。本研究的意义在于提供了专业期刊利用、制度、伦理、学术价值等方面的有效信息，并为探讨期刊未来的发展方向提供了契机。
{"title":"A Study on Characteristics and Academic Value of 『Journal of Behavior Analysis and Support(The First Issue-2019)』","authors":"Jong-Hi Baek, G. Park","doi":"10.22874/kaba.2020.7.2.67","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.2.67","url":null,"abstract":"\u0000\u0000This study analyzed the current status of the publication of 『Journal of Behavior Analysis and Support』from the first issue of 2014 to the December issue of 2019, the utilization and systematic nature of the journals, and the efforts to improve the quality of the journals. The analysis results of this study are as follows. First, the publication performance of the journal has steadily improved since its inception, and the contents and methods of the paper are completely in line with the subject matter of the journal. However, the efforts are required to expand the contribution source in the future. Second, it was found that the accessibility of published papers was high in terms of the usability and systemicity of the journal, and the citation index of the journal and the composition and organization of the journal were good. It will be necessary to consider introducing a standard (JATS) for online publishing of academic papers. Third, efforts to improve the quality of the journals have been actively made in view of the performance of online management systems, strictness of screening procedures, activities to strengthen research ethics, and holding workshops and conferences. However, it is believed that calls for strengthening ethical education and IRB approval for human research activities are needed. This study was meaningful in that it provided effective information on the utilization, system, ethics, and academic values to be pursued as a professional journal, and also provided an opportunity to discuss the future direction of the journal's development.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126528180","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 : 2020-08-01DOI: 10.22874/kaba.2020.7.2.1
Young-Mee Kang, Y. Moonbong
This study conducted a function-based intervention package to a child with brain lesions, and examined the changes and maintenance of compliance. The Differential Reinforcement of Incompatible of behavior (DRI) was applied, which has been proven to be effective in prior studies. The avoidance extinction were added to the noncompliance after considering the functions of behavior. Based on the Stimulus Preference Assessment (SPA) and Competing Stimulus Assessment (CSA) results, the individualized reinforcer were provided for compliance. In terms of variables, the function-based intervention package was set as independent variables and compliance with walking instructions as subordinate variables. The experimental control was demonstrated using the reversal design to the child with 1st-degree brain lesions currently attending special schools. As a result of the study deriving from visual analysis, the function-based intervention package increased the compliance of the child with brain lesions. It maintained the intervention effect even when no intervention was provided after the experiment ended. The study also showed the limitations in applying function-based intervention package to the child with brain lesions in special school and presented discussions on future studies.
{"title":"The Effect of Function-Based Intervention Package on the Compliance of a Child with Brain Lesions","authors":"Young-Mee Kang, Y. Moonbong","doi":"10.22874/kaba.2020.7.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.2.1","url":null,"abstract":"\u0000\u0000This study conducted a function-based intervention package to a child with brain lesions, and examined the changes and maintenance of compliance. The Differential Reinforcement of Incompatible of behavior (DRI) was applied, which has been proven to be effective in prior studies. The avoidance extinction were added to the noncompliance after considering the functions of behavior. Based on the Stimulus Preference Assessment (SPA) and Competing Stimulus Assessment (CSA) results, the individualized reinforcer were provided for compliance. In terms of variables, the function-based intervention package was set as independent variables and compliance with walking instructions as subordinate variables. The experimental control was demonstrated using the reversal design to the child with 1st-degree brain lesions currently attending special schools. As a result of the study deriving from visual analysis, the function-based intervention package increased the compliance of the child with brain lesions. It maintained the intervention effect even when no intervention was provided after the experiment ended. The study also showed the limitations in applying function-based intervention package to the child with brain lesions in special school and presented discussions on future studies.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115175462","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 : 2020-08-01DOI: 10.22874/kaba.2020.7.2.119
L. Hae, Jinhyeok Choi
The study investigated the learning experiences and perceptions of ABA therapists on intervention of applied behavior analysis. A survey of 84 ABA therapists intervening applied behavior analysis was conducted on learning experience, perceptions and needs. The results of the study are as follows. First, ABA therapists are learning about applied behavior analysis in a variety of ways. Second, ABA therapists recognized the lack of support for team approach, cooperation and environmental system as barriers to intervention of applied behavior analysis. And ABA therapists recognized the budget problems and lack of service providers as barriers to intervention proposals in applied behavior analysis. Although the attitude toward the applied behavior analysis was positive, it was recognized that it took some time to implement the strategy for applied behavior analysis. Third, ABA therapists expected that applied behavior analysis should be intervened early and that intervention would be effective in various areas. In addition, ABA therapists recognized the need for collaboration in relevant fields for effective intervention in applied behavioral analysis. The learning and support needs for intervention of applied behavior analysis were found to have greater demands for individual competence than the environmental system. The results of the study are meaningful as basic data to stabilize the social foundation for intervention of applied behavior analysis and seek qualitative growth measures.
{"title":"The Experience and Perception of ABA therapists on Intervention of Applied Behavior Analysis","authors":"L. Hae, Jinhyeok Choi","doi":"10.22874/kaba.2020.7.2.119","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.2.119","url":null,"abstract":"\u0000\u0000The study investigated the learning experiences and perceptions of ABA therapists on intervention of applied behavior analysis. A survey of 84 ABA therapists intervening applied behavior analysis was conducted on learning experience, perceptions and needs. The results of the study are as follows. First, ABA therapists are learning about applied behavior analysis in a variety of ways. Second, ABA therapists recognized the lack of support for team approach, cooperation and environmental system as barriers to intervention of applied behavior analysis. And ABA therapists recognized the budget problems and lack of service providers as barriers to intervention proposals in applied behavior analysis. Although the attitude toward the applied behavior analysis was positive, it was recognized that it took some time to implement the strategy for applied behavior analysis. Third, ABA therapists expected that applied behavior analysis should be intervened early and that intervention would be effective in various areas. In addition, ABA therapists recognized the need for collaboration in relevant fields for effective intervention in applied behavioral analysis. The learning and support needs for intervention of applied behavior analysis were found to have greater demands for individual competence than the environmental system. The results of the study are meaningful as basic data to stabilize the social foundation for intervention of applied behavior analysis and seek qualitative growth measures.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128534094","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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