Pub Date : 2020-08-01DOI: 10.22874/kaba.2020.7.2.19
Byungkeon Kim, Park Yujeong, Koh Hye Jung
This study aimed to explore (a) the roles of Positive Behavior Supports(PBS) as a evidence based practice and (b) its use in classroom/school settings for students with intellectual disabilities. A random-effects model was applied for 25 studies that meet inclusion/exclusion criteria and Tau-U values were caculated to estimate effect sizes according to each moderator (i.e., school level, type of intervention, number of sessions, disability severity, and gender). Results showed that (a) PBS based interventions showed strong effect sizes for both problematic behaviors and alternative behaviors; (b) the strongest effect size was found in elementary level, followed by middle and high school level;(c) both individual intervention and class-wide/school-side approach were effective; and (d) there was no difference in the effect sizes when it comes to gender. Based on the findings, the use of PBS in classroom and school settings for students with intellectual disabilites and future directions for research and practice were discuseed.
{"title":"The Effects of Positive Behavior Supports(PBS) for Students with Intellectual Disabilities: A Meta-Analysis of Single Case Design Studies","authors":"Byungkeon Kim, Park Yujeong, Koh Hye Jung","doi":"10.22874/kaba.2020.7.2.19","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.2.19","url":null,"abstract":"\u0000\u0000This study aimed to explore (a) the roles of Positive Behavior Supports(PBS) as a evidence based practice and (b) its use in classroom/school settings for students with intellectual disabilities. A random-effects model was applied for 25 studies that meet inclusion/exclusion criteria and Tau-U values were caculated to estimate effect sizes according to each moderator (i.e., school level, type of intervention, number of sessions, disability severity, and gender). Results showed that (a) PBS based interventions showed strong effect sizes for both problematic behaviors and alternative behaviors; (b) the strongest effect size was found in elementary level, followed by middle and high school level;(c) both individual intervention and class-wide/school-side approach were effective; and (d) there was no difference in the effect sizes when it comes to gender. Based on the findings, the use of PBS in classroom and school settings for students with intellectual disabilites and future directions for research and practice were discuseed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"20 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":"130826237","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}
The present study tested effects of Intensive Tact Instruction on development of Naming capabilities in preschoolers with language delays and developmental delays. Naming defines as a capability which enable children learn to point as a listener response or learn to tact as speaker response without direct instruction history. We call these responses as a listener Naming or speaker Naming. During the baseline phase, listener Naming capability and speaker Naming capability were probed with Set 1, Set 2, Set 3. All of the participants showed some listener Naming responses. showed lower level of responses as speaker Naming Participant C and Participant E didn’t show speaker Naming and the others showed lower level of speaker Naming responses. During the Intensive Tact Instruction, 86 tact instruction trials were provided in addtion to regular daily instruction trials using 5 stimulus sets, Set 4, Set 5, Set 6, Set 7, Set 8. The Instruction completed when participants reached to preset criterion. Post intevention Naming probe were conducted using the same stimulus sets, Set 1, Set 2, Set 3 as the one used during the baseline probes. Listener Naming responses and speaker Naming responses were imporved significantly in Participant A, Participant B, Participant D. Speaker Naming capabilities were emerged In Participant C and Participant E with the intervention. All of the participants showed some generalized Naming responses with two novel sets of stimuli. The results were discussed in terms of emergences of Naming and prerequisite responses required for implementation of the intensive tact Instruction procedure.
本研究旨在探讨强化策略教学对语言发育迟缓学龄前儿童命名能力发展的影响。命名被定义为一种能力，使儿童能够在没有直接指导的情况下学习作为听众的反应或学习作为说话者的反应。我们称这些反应为听者命名或说话者命名。在基线阶段，使用集合1、集合2、集合3探测听者命名能力和说话者命名能力。所有的参与者都表现出一些听众命名反应。参与者C和参与者E没有表现出演讲者的姓名，其他参与者表现出较低的演讲者姓名反应。在战术强化教学期间，除了常规的日常教学试验外，还提供了86个战术教学试验，使用5个刺激组，Set 4, Set 5, Set 6, Set 7, Set 8。当参与者达到预设标准时，指令完成。干预后命名探针使用与基线探针相同的刺激集，即Set 1、Set 2、Set 3。参与者A、参与者B、参与者d的听者命名反应和说话者命名反应在干预后显著改善，参与者C和参与者E的说话者命名能力均有所提高。所有的参与者在两组新的刺激下都表现出一些广义的命名反应。结果讨论了命名的出现和实施强化机智教学过程所需的先决条件反应。
{"title":"Effects of Intensive Tact Instruction on Development of Speaker and Listener Naming Responses in Preschoolers with Language Delays and Developmental Disabilities","authors":"Hyesuk Leepark, C. Esther, Yu， Eunhye, Kang， Boreum, Kim， Seungju, Kang， Jisoo, Yu， Yeunhui, Kim， SeonHye","doi":"10.22874/kaba.2020.7.2.37","DOIUrl":"https://doi.org/10.22874/kaba.2020.7.2.37","url":null,"abstract":"\u0000\u0000The present study tested effects of Intensive Tact Instruction on development of Naming capabilities in preschoolers with language delays and developmental delays. Naming defines as a capability which enable children learn to point as a listener response or learn to tact as speaker response without direct instruction history. We call these responses as a listener Naming or speaker Naming. During the baseline phase, listener Naming capability and speaker Naming capability were probed with Set 1, Set 2, Set 3. All of the participants showed some listener Naming responses. showed lower level of responses as speaker Naming Participant C and Participant E didn’t show speaker Naming and the others showed lower level of speaker Naming responses. During the Intensive Tact Instruction, 86 tact instruction trials were provided in addtion to regular daily instruction trials using 5 stimulus sets, Set 4, Set 5, Set 6, Set 7, Set 8. The Instruction completed when participants reached to preset criterion. Post intevention Naming probe were conducted using the same stimulus sets, Set 1, Set 2, Set 3 as the one used during the baseline probes. Listener Naming responses and speaker Naming responses were imporved significantly in Participant A, Participant B, Participant D. Speaker Naming capabilities were emerged In Participant C and Participant E with the intervention. All of the participants showed some generalized Naming responses with two novel sets of stimuli. The results were discussed in terms of emergences of Naming and prerequisite responses required for implementation of the intensive tact Instruction procedure.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"16 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":"133016528","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 : 2020-04-01DOI: 10.22874/KABA.2020.7.1.1
S. Lee, Kwang-Lim Lee, Seo， Young-Hee, Eunhee Paik
The purpose of this study was to investigate the effects of an individualized positive behavior support on requesting behavior and classroom disturbance behavior of autism spectrum disorder in inclusive elementary school. Subject of this research was a student with autism spectrum disorder in special classroom. Individualized positive behavior support was implemented using multiple baseline design across settings. The intervention especially included the student’s choice making of task activity, picture exchange and requesting gesture as well as solving the sleep problem at home using parent notice. The results showed that challenging behaviors like loud noise and hitting of the target student were significantly reduced and the communication behaviors of requesting increased through the individualized positive behavior support. The results of this research showed that individualized positive behavior support reduced challenging behavior and increased requesting behavior for a student with autism spectrum disorder.
{"title":"The Effects of Individualized Positive Behavior Support on Requesting Behavior and Classroom Disturbance Behavior of a Student with Autism Spectrum Disorder","authors":"S. Lee, Kwang-Lim Lee, Seo， Young-Hee, Eunhee Paik","doi":"10.22874/KABA.2020.7.1.1","DOIUrl":"https://doi.org/10.22874/KABA.2020.7.1.1","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effects of an individualized positive behavior support on requesting behavior and classroom disturbance behavior of autism spectrum disorder in inclusive elementary school. Subject of this research was a student with autism spectrum disorder in special classroom. Individualized positive behavior support was implemented using multiple baseline design across settings. The intervention especially included the student’s choice making of task activity, picture exchange and requesting gesture as well as solving the sleep problem at home using parent notice. The results showed that challenging behaviors like loud noise and hitting of the target student were significantly reduced and the communication behaviors of requesting increased through the individualized positive behavior support. The results of this research showed that individualized positive behavior support reduced challenging behavior and increased requesting behavior for a student with autism spectrum disorder.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132397155","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 : 2020-04-01DOI: 10.22874/KABA.2020.7.1.79
Byungkeon Kim
As a pilot study for the application of gamification to special education, this study aimed to investigate the effects of applicability of a gamification-based augmented reality intervention for a student at risk of brain injuries. To this end, the Quiver developed based on gamification was used to verify the effects at baseline, intervention, and maintenance phases, and typological analysis was adopted to examine how gamification elements work on gamification has a significant effect on a student at risk of brain injuries. It was also confirmed that gamification elements work positively on the intervention. Based on the results of the study, the applicability of gamification on special education was discussed. Lastly, the limitations of this study were presented, based on which future studies were suggested.
{"title":"A Pilot Study for the Application of Gamification to Special Education: Focusing on a student at risk of brain injuries","authors":"Byungkeon Kim","doi":"10.22874/KABA.2020.7.1.79","DOIUrl":"https://doi.org/10.22874/KABA.2020.7.1.79","url":null,"abstract":"\u0000\u0000As a pilot study for the application of gamification to special education, this study aimed to investigate the effects of applicability of a gamification-based augmented reality intervention for a student at risk of brain injuries. To this end, the Quiver developed based on gamification was used to verify the effects at baseline, intervention, and maintenance phases, and typological analysis was adopted to examine how gamification elements work on gamification has a significant effect on a student at risk of brain injuries. It was also confirmed that gamification elements work positively on the intervention. Based on the results of the study, the applicability of gamification on special education was discussed. Lastly, the limitations of this study were presented, based on which future studies were suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133345684","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 : 2020-04-01DOI: 10.22874/KABA.2020.7.1.97
Jongnam Baek
This study attempted to revalidate the validity of the Motivation Assessment Scale (MAS) through psychometric verification. Participants were 145 children with developmental disabilities including 104 autism and 41 intellectual disabilities. 145 parents of children with developmental disabilities were participated as a examiner. Results of this study were as follows: First, the MAS was composed of four factors and 15 questions through exploratory factor analysis. Second, the MAS was revised by using the confirmatory factor analysis and the Modification Index(MI), and goodness-of-fit and convergent validity were verified. Third, the discriminant validity between potential variables of the MAS was verified. As a result of this study, the MAS was reconstructed into 4 factors 16 items including ‘complex’ factor 6 items, ‘tangible’ factor 3 items, ‘sensory’ 4 items, and ‘attention’ 3 items. However, the revised MAS did not fully fit the theoretical hypothesis. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.
{"title":"A Study on the Validation of the Motivation Assessment Scale (MAS) for Functional Behavioral Assessment of Children with Developmental Disabilities including Intellectual Disabilities and Autism","authors":"Jongnam Baek","doi":"10.22874/KABA.2020.7.1.97","DOIUrl":"https://doi.org/10.22874/KABA.2020.7.1.97","url":null,"abstract":"\u0000\u0000This study attempted to revalidate the validity of the Motivation Assessment Scale (MAS) through psychometric verification. Participants were 145 children with developmental disabilities including 104 autism and 41 intellectual disabilities. 145 parents of children with developmental disabilities were participated as a examiner. Results of this study were as follows: First, the MAS was composed of four factors and 15 questions through exploratory factor analysis. Second, the MAS was revised by using the confirmatory factor analysis and the Modification Index(MI), and goodness-of-fit and convergent validity were verified. Third, the discriminant validity between potential variables of the MAS was verified. As a result of this study, the MAS was reconstructed into 4 factors 16 items including ‘complex’ factor 6 items, ‘tangible’ factor 3 items, ‘sensory’ 4 items, and ‘attention’ 3 items. However, the revised MAS did not fully fit the theoretical hypothesis. The results of this study were discussed. Finally, the implications and suggestions for further research were presented.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126314759","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 : 2020-04-01DOI: 10.22874/KABA.2020.7.1.51
Youngimm Choi, Lee Byoung-In
The purpose of this study was to investigate the effect of Play-based Music Activities on the attention of a young child with ADHD tendency. For this purpose, one young child with ADHD tendency who attended at a public kindergarten in elementary school was selected based on the Conners Teacher Rating Scale and the Abbreviated Symptom Questionnaire. In this study, ABAB reversal single subject design was used to test the effect of the intervention, and maintenance was conducted after one week after the intervention, and also intervention validity and social validity was measured. The results of this study were derived as follows. First, play-based music activities increased attentional behaviors and decreased distractions in young child with ADHD tendency. In addition, attentional and distractive behaviors were maintained even after the termination of play-based music activities. This study is meaningful in that it emphasizes the importance of not only the music activity itself but also the play-based activity method by using play-based music activity considering the characteristics of childhood development and interest as an intervention.
{"title":"The Effect of Play-based Music Activities on the Attention of a Young Child with ADHD Tendency","authors":"Youngimm Choi, Lee Byoung-In","doi":"10.22874/KABA.2020.7.1.51","DOIUrl":"https://doi.org/10.22874/KABA.2020.7.1.51","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effect of Play-based Music Activities on the attention of a young child with ADHD tendency. For this purpose, one young child with ADHD tendency who attended at a public kindergarten in elementary school was selected based on the Conners Teacher Rating Scale and the Abbreviated Symptom Questionnaire. In this study, ABAB reversal single subject design was used to test the effect of the intervention, and maintenance was conducted after one week after the intervention, and also intervention validity and social validity was measured. The results of this study were derived as follows. First, play-based music activities increased attentional behaviors and decreased distractions in young child with ADHD tendency. In addition, attentional and distractive behaviors were maintained even after the termination of play-based music activities. This study is meaningful in that it emphasizes the importance of not only the music activity itself but also the play-based activity method by using play-based music activity considering the characteristics of childhood development and interest as an intervention.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126939835","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 : 2020-04-01DOI: 10.22874/KABA.2020.7.1.23
G. Park
The purpose of this study was to find ways to prevent and support at-risk students at the school level. To this end, the situation of at-risk students was considered, and the status and limitations of the school safety integrated system (Wee Project) were investigated. In addition, the characteristics of School-Wide Positive Behavior Support(SWPBS) and the results of SWPBS for students at risk and students with emotional and behavioral disabilities were reviewed through domestic and foreign papers. As a result of the study, among Korean adolescents, there is a high rate of stress perception, depressive experience, and deliberate self-harm(suicide) among the causes of death. It was found that there were many students in the interest group of the school emotional and behavioral characteristics test, and the ratio of the victims of school violence and victims was high. The School Safety Integration System(Wee Project) was found to have limitations such as insufficient Wee class construction, insufficient professional counselor placement, and so on. SWPBS has been tested and verified in improving academic, social, and behavioral skills of students with emotional and emotional disabilities. In this study, the prevention and support plan for at-risk students through the application of SWPBS were suggested.
{"title":"A Study on the Prevention and Support Plan for At-risk Students through the Application of School-Wide Positive Behavior Support","authors":"G. Park","doi":"10.22874/KABA.2020.7.1.23","DOIUrl":"https://doi.org/10.22874/KABA.2020.7.1.23","url":null,"abstract":"\u0000\u0000The purpose of this study was to find ways to prevent and support at-risk students at the school level. To this end, the situation of at-risk students was considered, and the status and limitations of the school safety integrated system (Wee Project) were investigated. In addition, the characteristics of School-Wide Positive Behavior Support(SWPBS) and the results of SWPBS for students at risk and students with emotional and behavioral disabilities were reviewed through domestic and foreign papers. As a result of the study, among Korean adolescents, there is a high rate of stress perception, depressive experience, and deliberate self-harm(suicide) among the causes of death. It was found that there were many students in the interest group of the school emotional and behavioral characteristics test, and the ratio of the victims of school violence and victims was high. The School Safety Integration System(Wee Project) was found to have limitations such as insufficient Wee class construction, insufficient professional counselor placement, and so on. SWPBS has been tested and verified in improving academic, social, and behavioral skills of students with emotional and emotional disabilities. In this study, the prevention and support plan for at-risk students through the application of SWPBS were suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122208441","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 : 2019-12-01DOI: 10.22874/kaba.2019.6.3.19
Do Yeong Lee, Sung Bong Lee
This study investigates the changes in parents’ perception of ABA education and the changes in their education of children after conducting ABA parent education for parents of children with developmental disabilities. The study participants were six parents with children who have developmental disabilities and had received ABA theoretical education and practical training. They were given in-depth interviews on ABA parent education. The results of the research are as follows. First, the effectiveness of ABA was positively recognized, and the scope of its application was more widely recognized. They were satisfied with the education’s contents, its operation methods, and the education’s results. Second, the parent’s quality of life has improved generally. They looked objectively at the children’s problem behavior and showed positive psychological status as their family relations improved. Third, the parent ’s ability to raise children improved significantly. Parenting skills increased, parenting stress decreased and the participants recognized themselves as competent parents. Fourth, ABA principles and strategies were routinely used for children’s education. Although an average of more than one year has passed since the completion of their education, the contents of the education were well applied and maintained throughout their everyday lives. These results show that ABA training for parents with children with developmental disabilities has a positive effect on the parent’s perception and their children’s education.
{"title":"A Study of Parents’ Perceptions and Changes in Children’s Education through the Applied Behavior Analysis Training for Parents with Children with Developmental Disabilities","authors":"Do Yeong Lee, Sung Bong Lee","doi":"10.22874/kaba.2019.6.3.19","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.3.19","url":null,"abstract":"\u0000\u0000This study investigates the changes in parents’ perception of ABA education and the changes in their education of children after conducting ABA parent education for parents of children with developmental disabilities. The study participants were six parents with children who have developmental disabilities and had received ABA theoretical education and practical training. They were given in-depth interviews on ABA parent education. The results of the research are as follows. First, the effectiveness of ABA was positively recognized, and the scope of its application was more widely recognized. They were satisfied with the education’s contents, its operation methods, and the education’s results. Second, the parent’s quality of life has improved generally. They looked objectively at the children’s problem behavior and showed positive psychological status as their family relations improved. Third, the parent ’s ability to raise children improved significantly. Parenting skills increased, parenting stress decreased and the participants recognized themselves as competent parents. Fourth, ABA principles and strategies were routinely used for children’s education. Although an average of more than one year has passed since the completion of their education, the contents of the education were well applied and maintained throughout their everyday lives. These results show that ABA training for parents with children with developmental disabilities has a positive effect on the parent’s perception and their children’s education.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126428278","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 : 2019-12-01DOI: 10.22874/KABA.2019.6.3.41
Min Jongsun, Kim Woori
The purpose of this study was to review recent researches conducted abroad and domestic regarding functional communication training(FCT) to reduce self-injurious behavior for students with autism spectrum disorder(ASD). A total of 12 studies including 11 abroad studies and 1 domestic studies were selected according to inclusion criteria and exclusion criteria. For a more systematic analysis, we divided the FCT into three essential steps to examine the functional analysis of self-injurious behavior, alternative responses of communication, and intervention methods. The analysis revealed that all studies conducted a single subject research method. Self-injurious behaviors of students appeared in various forms, accompanied by aggression, destruction and disruption. In addition, the function of self-injurious behavior was ‘tangible’ with the highest frequency, followed by ‘escape demand’, ‘attention’ and ‘free play’. Alternative forms of communication were spoken, picture cards and AAC. The form was diversified in consideration of the student’s level of communication and preference. Out of a total of 12 studies 9 studies applied the prompts step by step. And nine of the studies confirmed that the schedule thinning was applied. The degree of the FCT effect differed according to the function of problem behavior, the amount of task, the mediator, and the communication response. The extent of the FCT effect was high when the intervention was provided through the student’s preferred communication style. Lastly, we suggested a limitation for the follow-up research along with discussions based on these findings.
{"title":"A Review of Studies on Functional Communication Training to Reduce Self-injurious Behavior for Students with Autism Spectrum Disorder","authors":"Min Jongsun, Kim Woori","doi":"10.22874/KABA.2019.6.3.41","DOIUrl":"https://doi.org/10.22874/KABA.2019.6.3.41","url":null,"abstract":"\u0000\u0000The purpose of this study was to review recent researches conducted abroad and domestic regarding functional communication training(FCT) to reduce self-injurious behavior for students with autism spectrum disorder(ASD). A total of 12 studies including 11 abroad studies and 1 domestic studies were selected according to inclusion criteria and exclusion criteria. For a more systematic analysis, we divided the FCT into three essential steps to examine the functional analysis of self-injurious behavior, alternative responses of communication, and intervention methods. The analysis revealed that all studies conducted a single subject research method. Self-injurious behaviors of students appeared in various forms, accompanied by aggression, destruction and disruption. In addition, the function of self-injurious behavior was ‘tangible’ with the highest frequency, followed by ‘escape demand’, ‘attention’ and ‘free play’. Alternative forms of communication were spoken, picture cards and AAC. The form was diversified in consideration of the student’s level of communication and preference. Out of a total of 12 studies 9 studies applied the prompts step by step. And nine of the studies confirmed that the schedule thinning was applied. The degree of the FCT effect differed according to the function of problem behavior, the amount of task, the mediator, and the communication response. The extent of the FCT effect was high when the intervention was provided through the student’s preferred communication style. Lastly, we suggested a limitation for the follow-up research along with discussions based on these findings.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132677936","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 : 2019-12-01DOI: 10.22874/kaba.2019.6.3.1
Jongnam Baek
The purpose of this study was to investigate the causes about mothers’ anxiety who have children with developmental disabilities with serious problem behaviors. For this study, the cause of mothers’ anxiety related to problem behaviors of children with developmental disabilities were analyzed using Causal Chain Analysis(CCA). Participants in this study were three mothers of children with developmental disabilities who attended a special school in C region. The semantic data was extracted from the data transfered through interview and interpreted by Causal Chain Analysis. The results of this study are as follows: First, the immediate causes of mothers’ anxiety were ‘the children’s learning opportunities loss due to problem behaviors’, ‘lack of skill in responding to problem behaviors’, ‘dependence on medical services’, and ‘physical and mental difficulties’; Second, the intermediate causes of mothers’ anxiety were ‘social isolation’ and ‘confusion over the cause of problem behavior’ and; Third, the root causes of mothers’ anxiety were ‘the absence of a school system to solve problem behaviors’. Finally, the results of this study were discussed and the implications, limitations, and follow-up studies were suggested.
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