Pub Date : 2019-08-01DOI: 10.22874/KABA.2019.6.2.23
H. Lim, Son Joo-young, Kim， Gyeonghee, Han， Songyi, Eunhee Paik
The purpose of this study was to examine the effects of the individualized positive behavior support on class disruptive behaviors for a student with multiple disabilities in post-high school specialized vocational program. The study utilized multiple probe baseline design across settings: a computer classroom, a pottery classroom, a general classroom. Through the functional behavior assessment, the problem behavior was identified as class disruption behavior: inappropriate talking and inappropriate looking at the person. The findings from the study indicated that individualized positive behavior support was effective reducing classroom disruptive behavior for a student with multiple disabilities in post-high school specialized vocational program during both intervention and maintenance period. The limitation of the study was discussed and future direction has been suggested.
{"title":"The Effects of Individualized Positive Behavior Support(PBS) on Classroom Disruptive Behaviors for a Student with Multiple Disabilities in Post-High School Specialized Vocational Program","authors":"H. Lim, Son Joo-young, Kim， Gyeonghee, Han， Songyi, Eunhee Paik","doi":"10.22874/KABA.2019.6.2.23","DOIUrl":"https://doi.org/10.22874/KABA.2019.6.2.23","url":null,"abstract":"\u0000\u0000The purpose of this study was to examine the effects of the individualized positive behavior support on class disruptive behaviors for a student with multiple disabilities in post-high school specialized vocational program. The study utilized multiple probe baseline design across settings: a computer classroom, a pottery classroom, a general classroom. Through the functional behavior assessment, the problem behavior was identified as class disruption behavior: inappropriate talking and inappropriate looking at the person. The findings from the study indicated that individualized positive behavior support was effective reducing classroom disruptive behavior for a student with multiple disabilities in post-high school specialized vocational program during both intervention and maintenance period. The limitation of the study was discussed and future direction has been suggested.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116030952","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 : 2019-08-01DOI: 10.22874/kaba.2019.6.2.81
E. Gweon, Hyejung Yun, S. Yoo, Junghoon Lee, Eunhee Paik
The purpose of this study was to examine the effects of the individualized positive behavior support (PBS) on out-of-seat behavior of a student in vocational education program after high school with autism spectrum disorder in transition program after special school graduation. A multiple baseline design across settings was utilized as a research design in this investigation. Functional behavioral assessment (FBA) was used to develop the problem behavior hypothesis and individualized positive behavior support has been provided as an intervention in special school setting. Results of the study indicated that individualized PBS decreased out-of-seat behavior for a student with autism spectrum disorder in transition program after schooling. The effects of PBS for a student with autism spectrum disorder in post-high school specialized vocational program suggested that more research of PBS intervention would be necessary to generalize the results of this study and quality of life perspective.
{"title":"The Effects of Individualized Positive Behavior Support on the Out-of-Seat Behavior of a Student with Autism Spectrum Disorder in Post-High School Specialized Vocational Program","authors":"E. Gweon, Hyejung Yun, S. Yoo, Junghoon Lee, Eunhee Paik","doi":"10.22874/kaba.2019.6.2.81","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.2.81","url":null,"abstract":"\u0000\u0000The purpose of this study was to examine the effects of the individualized positive behavior support (PBS) on out-of-seat behavior of a student in vocational education program after high school with autism spectrum disorder in transition program after special school graduation. A multiple baseline design across settings was utilized as a research design in this investigation. Functional behavioral assessment (FBA) was used to develop the problem behavior hypothesis and individualized positive behavior support has been provided as an intervention in special school setting. Results of the study indicated that individualized PBS decreased out-of-seat behavior for a student with autism spectrum disorder in transition program after schooling. The effects of PBS for a student with autism spectrum disorder in post-high school specialized vocational program suggested that more research of PBS intervention would be necessary to generalize the results of this study and quality of life perspective.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115460511","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 : 2019-08-01DOI: 10.22874/kaba.2019.6.2.131
G. Kim, S. Han, Songyi Han, Eunhee Paik
The purpose of this study was to examine the effects in-person counseling based on SDLMI on the self-determination behaviors and learned helplessness of adults with intellectual disabilities who were provided with in-person counseling for case management services in a social welfare center. The participants were two adults in their early twenties(one male, one female) and the effects of the SDLMI-based in-person counseling were measured using Self-determination Scale, Learned Helplessness Scale Scoring, and Goal Attainment Scale. Also, as a qualitative research method to describe perception changes of the participants, the Consensual Qualitative Research(CQR) was conducted for the conversation analysis. Results showed that both of the participants improved self-determination behaviors and showed positive changes in their learned helplessness. Also, the qualitative analysis based on the conversation between the counselor and the client showed that the participants’ perceptions associated with self-determination and learned helplessness had been changed in a more positive way. These results indicated that SDLMI could be an effective tool for adults with intellectual disabilities to be self-determined and that the model was evidenced to be effective when it was combined with in-person counseling services.
{"title":"The Effects of In-person Counseling based on SDLMI on the Self-Determination Behaviors and Learned Helplessness of Adults with Intellectual Disabilities","authors":"G. Kim, S. Han, Songyi Han, Eunhee Paik","doi":"10.22874/kaba.2019.6.2.131","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.2.131","url":null,"abstract":"\u0000\u0000The purpose of this study was to examine the effects in-person counseling based on SDLMI on the self-determination behaviors and learned helplessness of adults with intellectual disabilities who were provided with in-person counseling for case management services in a social welfare center. The participants were two adults in their early twenties(one male, one female) and the effects of the SDLMI-based in-person counseling were measured using Self-determination Scale, Learned Helplessness Scale Scoring, and Goal Attainment Scale. Also, as a qualitative research method to describe perception changes of the participants, the Consensual Qualitative Research(CQR) was conducted for the conversation analysis. Results showed that both of the participants improved self-determination behaviors and showed positive changes in their learned helplessness. Also, the qualitative analysis based on the conversation between the counselor and the client showed that the participants’ perceptions associated with self-determination and learned helplessness had been changed in a more positive way. These results indicated that SDLMI could be an effective tool for adults with intellectual disabilities to be self-determined and that the model was evidenced to be effective when it was combined with in-person counseling services.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130358506","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 : 2019-08-01DOI: 10.22874/kaba.2019.6.2.101
Jinhyeok Choi, Minyoung Kim
The main purpose of this study was to analysis trends in single-target studies that mediate problem behavior for students with developmental disabilities and to focus on whether to perform functional behavioral assessments. In this study, 74 single-target research papers published in the Korean Special Education Journal from 2008 to 2018 were selected as analytical papers. As a result of the analysis, the journal of problem behavioral interventions in students with developmental disabilities continued to increase. The study subjects showed the highest number of elementary school students, regardless of whether a functional behavioral assessment was conducted. The research environment was most often performed in special schools in the case of papers conducting functional behavioral assessments, and papers that did not perform functional behavioral assessments were performed the most in treatment agency. Research design was the most common use of the multiple baseline design that performed functional behavioral evaluations, as well as those that performed functional behavioral evaluations. Indirect assessment mainly conducted in the papers that performed functional behavioral evaluation was a literature review, MAS. Direct assessment was the most used ABC record. Independent variability in the papers conducting functional behavioral evaluations was mainly an intervention package, and studies that did not conduct functional behavioral evaluations were analyzed as being used by a variety of independent varians. Dependents were most often disturbed behavior in papers conducting functional behavioral assessments, and the non-functional behavioral assessment showed the highest proportion of homomorphic behavior. Based on the results of these analyses, we discussed and suggested the future direction of research.
{"title":"A Meta-Analysis of Problem Behaviors for Students with Developmental Disabilities","authors":"Jinhyeok Choi, Minyoung Kim","doi":"10.22874/kaba.2019.6.2.101","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.2.101","url":null,"abstract":"\u0000\u0000The main purpose of this study was to analysis trends in single-target studies that mediate problem behavior for students with developmental disabilities and to focus on whether to perform functional behavioral assessments. In this study, 74 single-target research papers published in the Korean Special Education Journal from 2008 to 2018 were selected as analytical papers. As a result of the analysis, the journal of problem behavioral interventions in students with developmental disabilities continued to increase. The study subjects showed the highest number of elementary school students, regardless of whether a functional behavioral assessment was conducted. The research environment was most often performed in special schools in the case of papers conducting functional behavioral assessments, and papers that did not perform functional behavioral assessments were performed the most in treatment agency. Research design was the most common use of the multiple baseline design that performed functional behavioral evaluations, as well as those that performed functional behavioral evaluations. Indirect assessment mainly conducted in the papers that performed functional behavioral evaluation was a literature review, MAS. Direct assessment was the most used ABC record. Independent variability in the papers conducting functional behavioral evaluations was mainly an intervention package, and studies that did not conduct functional behavioral evaluations were analyzed as being used by a variety of independent varians. Dependents were most often disturbed behavior in papers conducting functional behavioral assessments, and the non-functional behavioral assessment showed the highest proportion of homomorphic behavior. Based on the results of these analyses, we discussed and suggested the future direction of research.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129125217","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 : 2019-08-01DOI: 10.22874/kaba.2019.6.2.1
Hee-Won Lee, Soojung Chae
The purpose of this study was to investigate the effects of community-based instruction for individuals with developmental disabilities through Tau-U analysis on community-based instruction using a single-subject study method. By searching studies on community-based instruction published in domestic academic journals during the past 10 years, a total of 28 studies were selected based on the inclusion/exclusion criteria. The selected studies were analyzed by major variables and their characteristics were examined. The effect size was analyzed by deriving the Tau-U value. The main results of the study were as follows. First, the effect size of the intervention of the community-based instruction for individuals with developmental disabilities was medium or above. Second, the effect size of each variable (eg. gender, school levels, type of disability, length of intervention period, length of each intervention) was also medium. In addition to discussing these results, some limitations and suggestions for further studies were discussed.
{"title":"A Meta-Analysis of Single-Subject Studies on Community-Based Instruction for Individuals with Developmental Disabilities","authors":"Hee-Won Lee, Soojung Chae","doi":"10.22874/kaba.2019.6.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.2.1","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effects of community-based instruction for individuals with developmental disabilities through Tau-U analysis on community-based instruction using a single-subject study method. By searching studies on community-based instruction published in domestic academic journals during the past 10 years, a total of 28 studies were selected based on the inclusion/exclusion criteria. The selected studies were analyzed by major variables and their characteristics were examined. The effect size was analyzed by deriving the Tau-U value. The main results of the study were as follows. First, the effect size of the intervention of the community-based instruction for individuals with developmental disabilities was medium or above. Second, the effect size of each variable (eg. gender, school levels, type of disability, length of intervention period, length of each intervention) was also medium. In addition to discussing these results, some limitations and suggestions for further studies were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132245340","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 : 2019-08-01DOI: 10.22874/KABA.2019.6.2.49
Sang Hee Kim, Lee，Byoung In
The purpose of this study is to investigate the effect of Universal positive behavioral support in inclusive classrooms on prosocial behaviors of general young children. For this purpose, 26 experimental groups (13 experimental groups and 13 control groups) were participated in the experiment. The pretest-posttest control group design was applied to investigate the effect of class-level positive behavior support on pro-social behavior. The positive behavioral support team was organized and educated to support positive behavioral behaviors at the class level. The pre-test was conducted using the 'Prosocial Behavior Scale for Young Children (PBSYC) (Kim Young-Ok, 2003) Classroom diagnosis of prosocial behaviors of the general young children in the classrooms, and establish appropriate class action plan for positive behavior. In order to implement the 5-week class-wide positive behavior support, the environment was restructured into a preventive environment, and a social and emotional skill instructions linked to the expected behavioral instructions and the kindergarten curriculum was implemented. In addition, we implemented a class-wide positive behavioral support such as planning and implementing a consistent response strategy for children's desirable behaviors, and linking them with the family. In order to compare and analyze the pre-post-change of pro-social behaviors of the experimental group and the control group, ANCOVA was used for the leadership among the pro-social behavior sub-domains which showed differences in the pre-test, and the remaining sub- Group, and conducted two independent sample t-tests. The results of this study are as follows. There was a significant difference in the pro-social behavior pre -post test of the experimental group and the control group on the implementation of the class-wide positive behavior support in the inclusive classrooms. In the pre-post test of the experimental group and the control group, there were significant differences in seven sub-domains of pro-social behavior (leadership, helping, communication, initiative, approaching, sharing, empathy and control) Positive behavioral support has a positive effect on the prosocial behavior of the general young children in the inclusive classrooms. The purpose of this study was to investigate the effect of class-wide positive behavior support in kindergarten day and curriculum, which is appropriate not only for young children with developmental delays but also for young children in early childhood education environment, and it is meaningful to suggest the appilicability of positive behavior support.
{"title":"A Study on Effects of Universal Positive Behavior Support in Inclusive Classrooms on the Prosocial Behaviors of General Young Children","authors":"Sang Hee Kim, Lee，Byoung In","doi":"10.22874/KABA.2019.6.2.49","DOIUrl":"https://doi.org/10.22874/KABA.2019.6.2.49","url":null,"abstract":"\u0000\u0000The purpose of this study is to investigate the effect of Universal positive behavioral support in inclusive classrooms on prosocial behaviors of general young children. For this purpose, 26 experimental groups (13 experimental groups and 13 control groups) were participated in the experiment. The pretest-posttest control group design was applied to investigate the effect of class-level positive behavior support on pro-social behavior. The positive behavioral support team was organized and educated to support positive behavioral behaviors at the class level. The pre-test was conducted using the 'Prosocial Behavior Scale for Young Children (PBSYC) (Kim Young-Ok, 2003) Classroom diagnosis of prosocial behaviors of the general young children in the classrooms, and establish appropriate class action plan for positive behavior. In order to implement the 5-week class-wide positive behavior support, the environment was restructured into a preventive environment, and a social and emotional skill instructions linked to the expected behavioral instructions and the kindergarten curriculum was implemented. In addition, we implemented a class-wide positive behavioral support such as planning and implementing a consistent response strategy for children's desirable behaviors, and linking them with the family. In order to compare and analyze the pre-post-change of pro-social behaviors of the experimental group and the control group, ANCOVA was used for the leadership among the pro-social behavior sub-domains which showed differences in the pre-test, and the remaining sub- Group, and conducted two independent sample t-tests. The results of this study are as follows. There was a significant difference in the pro-social behavior pre -post test of the experimental group and the control group on the implementation of the class-wide positive behavior support in the inclusive classrooms. In the pre-post test of the experimental group and the control group, there were significant differences in seven sub-domains of pro-social behavior (leadership, helping, communication, initiative, approaching, sharing, empathy and control) Positive behavioral support has a positive effect on the prosocial behavior of the general young children in the inclusive classrooms. The purpose of this study was to investigate the effect of class-wide positive behavior support in kindergarten day and curriculum, which is appropriate not only for young children with developmental delays but also for young children in early childhood education environment, and it is meaningful to suggest the appilicability of positive behavior support.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123455097","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 : 2019-04-01DOI: 10.22874/kaba.2019.6.1.101
Da-Kyoung Lim, Lee，Byoung In
The purpose of this study is to find out the effects of positive behavior support (PBS) in integrated classes on the behavior of autistic behavior disorder in young children. One 5-year old autistic behavior disorder child in the integrated class of public kindergarten in Gyeonggi-do was selected. The study was conducted multiple factors mediations based on functional assessment of the target child using "Multiple baseline design across behavior”. Mediations were conducted to provide positive action support including danger and distraction behaviors and intervention in background and prior events about rejection of food, arbitrations of alternative technology professors, follow-up results and long-term support for risk behavior. Mediation was performed after measuring the baseline, and maintenance data was collected 10 days after the end of arbitrations. Research has shown that positive behavior support in integrated classes has had a positive effect on maintaining a reduction in problem behavior after the termination of arbitration and reduction of problem behavior in autistic disorder children. This study is meaningful to demonstrate that positive behavior support in integrated class is an effective strategy for preventing and mediating problem behavior in autistic disorder children.
{"title":"The Effects of Positive Behavior Support(PBS) on Problem Behaviors for a Young Child with Autism in an Inclusive Setting","authors":"Da-Kyoung Lim, Lee，Byoung In","doi":"10.22874/kaba.2019.6.1.101","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.1.101","url":null,"abstract":"\u0000\u0000The purpose of this study is to find out the effects of positive behavior support (PBS) in integrated classes on the behavior of autistic behavior disorder in young children. One 5-year old autistic behavior disorder child in the integrated class of public kindergarten in Gyeonggi-do was selected. The study was conducted multiple factors mediations based on functional assessment of the target child using \"Multiple baseline design across behavior”. Mediations were conducted to provide positive action support including danger and distraction behaviors and intervention in background and prior events about rejection of food, arbitrations of alternative technology professors, follow-up results and long-term support for risk behavior. Mediation was performed after measuring the baseline, and maintenance data was collected 10 days after the end of arbitrations. Research has shown that positive behavior support in integrated classes has had a positive effect on maintaining a reduction in problem behavior after the termination of arbitration and reduction of problem behavior in autistic disorder children. This study is meaningful to demonstrate that positive behavior support in integrated class is an effective strategy for preventing and mediating problem behavior in autistic disorder children.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123989876","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 : 2019-04-01DOI: 10.22874/KABA.2019.6.1.1
Sunhwa Jung, Yang， Moon Bong
The purpose of this study was to investigate the effect of self-management strategy utilizing discrimination procedures on restrictive repetitive behavior and self-control of students with autism spectrum disorder. The research was designed in use of mixed form of multiple baseline design across settings and changing condition design. The restrictive repetitive behavior, A dependent variable of this study, the repetitive one that is inadvertently emitted ahead of mustering control power to avoid the same, then returning in sticking to the same. The study purports to exhibit both reduction of problem behavior and increase of alternative behavior, then toward generalization in two ways. Target behaviors are defined as compulsive behaviors that would burst out, e.g. bolting just before they are supported to walk forward as an alternative behavior of bolting. The study was conducted in a sequence of preliminary interviews, observation, baseline, intervention, maintenance, and generalization phases. Self-control, which showed low incidence in the baseline, showed rapid behavior change after intervention, 100% increase in maintenance, and effective generalization as vice versa with restrictive repetitive behaviors. which showed low incidence in the baseline, showed rapid behavior change after intervention, 100% increase in maintenance, and effective generalization. In conclusion, self-management through discrimination procedures turned out to have a significant effect on decreasing restrictive repetitive behavior and on increasing self-control of students with autism spectrum disorder throughout intervention, maintenance and generalization phases.
{"title":"Effects of Self-management on Restricted Repetitive Behavior and Self-Control of Children with Autism Spectrum Disorder","authors":"Sunhwa Jung, Yang， Moon Bong","doi":"10.22874/KABA.2019.6.1.1","DOIUrl":"https://doi.org/10.22874/KABA.2019.6.1.1","url":null,"abstract":"\u0000\u0000The purpose of this study was to investigate the effect of self-management strategy utilizing discrimination procedures on restrictive repetitive behavior and self-control of students with autism spectrum disorder. The research was designed in use of mixed form of multiple baseline design across settings and changing condition design. The restrictive repetitive behavior, A dependent variable of this study, the repetitive one that is inadvertently emitted ahead of mustering control power to avoid the same, then returning in sticking to the same. The study purports to exhibit both reduction of problem behavior and increase of alternative behavior, then toward generalization in two ways. Target behaviors are defined as compulsive behaviors that would burst out, e.g. bolting just before they are supported to walk forward as an alternative behavior of bolting. The study was conducted in a sequence of preliminary interviews, observation, baseline, intervention, maintenance, and generalization phases. Self-control, which showed low incidence in the baseline, showed rapid behavior change after intervention, 100% increase in maintenance, and effective generalization as vice versa with restrictive repetitive behaviors. which showed low incidence in the baseline, showed rapid behavior change after intervention, 100% increase in maintenance, and effective generalization. In conclusion, self-management through discrimination procedures turned out to have a significant effect on decreasing restrictive repetitive behavior and on increasing self-control of students with autism spectrum disorder throughout intervention, maintenance and generalization phases.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126576748","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 : 2019-04-01DOI: 10.22874/kaba.2019.6.1.71
임은숙, B. Hwang
The purposes of this study were to investigate the impact of universal positive behavior support program connected with teaching desirable expected behaviors in all school environments on School Adaptive Behavior changes of middle school students at-risk in an alternative school. Two students at-risk in age range from 13 to 14 years who were enrolled in a metropolitan-area alternative school were participated in this study. Utilizing qualitative research method, individual growth documents and teacher interview data were analyzed by extracting and categorizing appropriate contents on School Adaptive Behavior changes. In addition, pretest-posttest data on participants' School Adaptive Behavior scores were compared using a school adaptive behavior scale developed by Lee and Kim(2008). Qualitative and quantitative results of this study indicated that two participants at risk in the alternative school were changed positively their School Adaptive Behaviors(i.e., school study behavior, peer and teacher relationship, school life adjustment) following the implementation of universal positive behavior support programs which were consisted of teaching appropriate behaviors according to expected behaviors, changing the school environment desirably, and proving the reinforcement on students' behaviors. Based on these findings, to promote ideally School Adaptive Behavior changes on middle school students at risk in the alternative school, I discussed educational implications to develop the components of universal positive behavior support program.
{"title":"A Study on School Adaptive Behavior Changes of Middle School Students At-Risk through the Universal Positive Behavior Support Program in an Alternative School","authors":"임은숙, B. Hwang","doi":"10.22874/kaba.2019.6.1.71","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.1.71","url":null,"abstract":"\u0000\u0000The purposes of this study were to investigate the impact of universal positive behavior support program connected with teaching desirable expected behaviors in all school environments on School Adaptive Behavior changes of middle school students at-risk in an alternative school. Two students at-risk in age range from 13 to 14 years who were enrolled in a metropolitan-area alternative school were participated in this study. Utilizing qualitative research method, individual growth documents and teacher interview data were analyzed by extracting and categorizing appropriate contents on School Adaptive Behavior changes. In addition, pretest-posttest data on participants' School Adaptive Behavior scores were compared using a school adaptive behavior scale developed by Lee and Kim(2008). Qualitative and quantitative results of this study indicated that two participants at risk in the alternative school were changed positively their School Adaptive Behaviors(i.e., school study behavior, peer and teacher relationship, school life adjustment) following the implementation of universal positive behavior support programs which were consisted of teaching appropriate behaviors according to expected behaviors, changing the school environment desirably, and proving the reinforcement on students' behaviors. Based on these findings, to promote ideally School Adaptive Behavior changes on middle school students at risk in the alternative school, I discussed educational implications to develop the components of universal positive behavior support program.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132749255","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 : 2019-04-01DOI: 10.22874/kaba.2019.6.1.41
임선영, H. Choi
The purpose of the study was to examine the effects of school-wide positive behavior support(SW-PBS) at a special middle school on the teachers' classroom management skills, teacher-efficacy of teachers and problem behaviors of the students. It was also to examine the effects of individual positive behavior support on problem behavior of student who exhibit severe problem behavior. Ten support team members and twelve middle school teachers implemented school-wide positive behavior support. Thirty-six middle school students with disabilities were provided universal positive behavior support, and one student who exhibited severe problem behavior was provided individual positive behavior support. The results of this study showed that the teachers as implementation team who participated in SW-PBS had significantly increased in teachers’ classroom management skills and teacher-efficacy. The number of problem behavior of students who was given universal support was decreased. Also, individual support have resulted in declines in the incedence of problem behavior of targeted student. Based on the results, suggestions for future research were discussed.
{"title":"The effects of School-wide Positive Behavior Support in special middle school on teachers’ classroom management skill, teacher-efficacy, and the Problem behaviors of students with disabilities","authors":"임선영, H. Choi","doi":"10.22874/kaba.2019.6.1.41","DOIUrl":"https://doi.org/10.22874/kaba.2019.6.1.41","url":null,"abstract":"\u0000\u0000The purpose of the study was to examine the effects of school-wide positive behavior support(SW-PBS) at a special middle school on the teachers' classroom management skills, teacher-efficacy of teachers and problem behaviors of the students. It was also to examine the effects of individual positive behavior support on problem behavior of student who exhibit severe problem behavior. Ten support team members and twelve middle school teachers implemented school-wide positive behavior support. Thirty-six middle school students with disabilities were provided universal positive behavior support, and one student who exhibited severe problem behavior was provided individual positive behavior support. The results of this study showed that the teachers as implementation team who participated in SW-PBS had significantly increased in teachers’ classroom management skills and teacher-efficacy. The number of problem behavior of students who was given universal support was decreased. Also, individual support have resulted in declines in the incedence of problem behavior of targeted student. Based on the results, suggestions for future research were discussed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132890960","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：