Pub Date : 2019-04-01DOI: 10.22874/KABA.2019.6.1.21
H. Lim, Hong， Joon-Pyo
The purposes of this study were to explore what teaching strategy would be more effective in the speech acquisition for children with autism spectrum disorder, and to determine whether learned speech from the mand and tact training would be transferred to other verbal operant conditions. To investigate these research questions, 3 children with autism spectrum disorder participated in this study and alternating treatment designs were used to study the effects of independent variables including errorless learning and Systematic fading on the speech language acquisition. Results indicated that Systematic fading was more effective than Errorless learning for all participants to acquire verbal responses across the mand and tact training settings. Also, all three participants demonstrated skill transition for using target words from the trained verbal operant condition to other non trained verbal operant conditions. Discussion and implications on these findings would be addressed.
{"title":"Effect of Errorless learning versus Systematic fading in the mand and tact training on the speech acquisition for the children with autistic disorder","authors":"H. Lim, Hong， Joon-Pyo","doi":"10.22874/KABA.2019.6.1.21","DOIUrl":"https://doi.org/10.22874/KABA.2019.6.1.21","url":null,"abstract":"\u0000\u0000The purposes of this study were to explore what teaching strategy would be more effective in the speech acquisition for children with autism spectrum disorder, and to determine whether learned speech from the mand and tact training would be transferred to other verbal operant conditions. To investigate these research questions, 3 children with autism spectrum disorder participated in this study and alternating treatment designs were used to study the effects of independent variables including errorless learning and Systematic fading on the speech language acquisition. Results indicated that Systematic fading was more effective than Errorless learning for all participants to acquire verbal responses across the mand and tact training settings. Also, all three participants demonstrated skill transition for using target words from the trained verbal operant condition to other non trained verbal operant conditions. Discussion and implications on these findings would be addressed.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"105 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":"124218399","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.45
Jeong-Hwa Woo, Byoung-in Lee
The purpose of this study is to investigate the effect of positive behavioral support on the behaviour of children with at risk for disability. One at risk child with disability belonging to the public kindergarten was selected for the study & a functional assessment was conducted using the method of interview, direct observation, hypothesis setting, & verification to understand the function of the child's distracting behaviors and interference behavior. Based on the results, multiple elements including background & prior event mediation, replacement technical professor intervention, & subsequent outcome arbitration were conducted. In this study, multiple baseline across conditions design was used between situations, & measurements were taken using partial interval recording for 10 minutes each session. Basic lines & intervention were conducted in three situations, including story-sharing activity, free play activity, & lunch-time, focusing on kindergarten classrooms where activities of the children were conducted. In order to investigate the maintenance effect of the behavioral change after one week after the intervention, maintenance observation was performed in the same experimental environment as the baseline, and treatment fidelity and social validity were measured. The results of this study were derived as follows. First, the distracting behaviors of target child were effectively reduced through positive behavior support based on functional evaluation. Second, positive behavioral support based on functional assessment effectively reduced the interfering behavior of the target child. Third, even after ending positive behavioral support interventions, the effects of changes in the attention-based behaviour & interference behavior of the target child were maintained. As above, positive behavioral support has had a positive effect on the reduction of distracting behavior & disruptive behavior for at risk child. This result suggests that positive behavior support is effective in reducing the problem behaviors of young children with disabilities. The study was meaningful in that positive behavior support reduced the incidence of problem behavior in target child proved positive behavior support to be a useful strategy for managing behaviour for young children with disabilities in early childhood special education setting.
{"title":"The Effects of Positive Behavior Support(PBS) on the Inattentive & Disruptive Behaviors of an At-risk Child","authors":"Jeong-Hwa Woo, Byoung-in Lee","doi":"10.22874/kaba.2018.5.2.45","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.45","url":null,"abstract":"The purpose of this study is to investigate the effect of positive behavioral support on the behaviour of children with at risk for disability. One at risk child with disability belonging to the public kindergarten was selected for the study & a functional assessment was conducted using the method of interview, direct observation, hypothesis setting, & verification to understand the function of the child's distracting behaviors and interference behavior. Based on the results, multiple elements including background & prior event mediation, replacement technical professor intervention, & subsequent outcome arbitration were conducted. In this study, multiple baseline across conditions design was used between situations, & measurements were taken using partial interval recording for 10 minutes each session. Basic lines & intervention were conducted in three situations, including story-sharing activity, free play activity, & lunch-time, focusing on kindergarten classrooms where activities of the children were conducted. In order to investigate the maintenance effect of the behavioral change after one week after the intervention, maintenance observation was performed in the same experimental environment as the baseline, and treatment fidelity and social validity were measured. The results of this study were derived as follows. First, the distracting behaviors of target child were effectively reduced through positive behavior support based on functional evaluation. Second, positive behavioral support based on functional assessment effectively reduced the interfering behavior of the target child. Third, even after ending positive behavioral support interventions, the effects of changes in the attention-based behaviour & interference behavior of the target child were maintained. As above, positive behavioral support has had a positive effect on the reduction of distracting behavior & disruptive behavior for at risk child. This result suggests that positive behavior support is effective in reducing the problem behaviors of young children with disabilities. The study was meaningful in that positive behavior support reduced the incidence of problem behavior in target child proved positive behavior support to be a useful strategy for managing behaviour for young children with disabilities in early childhood special education setting.","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123781410","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.21
Chang-Ho Kim, Mi-Jum Choi
The purpose of this study was to investigate the effects of individualized positive behavior support(PBS) intervention on problem behaviors of a student with severe intellectual disability in national special school. The instructional consultation was focused on the contents and procedures regarding PBS. The target behaviors were three, pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. The functional behavior assessment led to the hypotheses for problem behaviors in natural context like class teaching at school. The positive behavior support of setting event, antecedent, alternative behavior, and consequence behavior intervention were designed using multiple baseline design across behaviors. The frequency of student’s problem behavior was measured using partial interval recording. The results of the study were as follows. Firstly, individualized positive behavior support was effective to decrease the pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. Secondly, the effects of pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school by the positive behavior support intervention was maintained after the intervention. In conclusion, this study indicated that individualized positive behavior support through the cooperation of PBS team was effective decrease the target student’s problem behaviors.
{"title":"The Effects of Individualized Positive Behavior Support(PBS) on Problem Behavior for a Student with Intellectual Disabilities in Special School","authors":"Chang-Ho Kim, Mi-Jum Choi","doi":"10.22874/kaba.2018.5.2.21","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.21","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of individualized positive behavior support(PBS) intervention on problem behaviors of a student with severe intellectual disability in national special school. The instructional consultation was focused on the contents and procedures regarding PBS. The target behaviors were three, pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. The functional behavior assessment led to the hypotheses for problem behaviors in natural context like class teaching at school. The positive behavior support of setting event, antecedent, alternative behavior, and consequence behavior intervention were designed using multiple baseline design across behaviors. The frequency of student’s problem behavior was measured using partial interval recording. The results of the study were as follows. Firstly, individualized positive behavior support was effective to decrease the pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school. Secondly, the effects of pulling up the elevator door or inner wall, stuff with tongue, follow along with friends and bother during his studying time at school by the positive behavior support intervention was maintained after the intervention. In conclusion, this study indicated that individualized positive behavior support through the cooperation of PBS team was effective decrease the target student’s problem behaviors.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128846506","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.1
Hyemin Kim, Kim Seong Hyeon
The purpose of this study is to seek corrective strategies of issues based on analysis of experience and supportive needs of parents of children with developmental disabilities receiving behavior rehabilitation service. Participants of this study were 12 parents of children with developmental disabilities around Gyeonggi province who have been recipients of behavior rehabilitation service provided by qualified BCBAs(Board Certified behavior Analysts) for at least 3 months. In-depth interviews were conducted utilizing questionnaires in semi-structured format in order to analyze both experience and perceptions of behavior rehabilitation service. Based on acquired data, three main themes and ten subtitles were categorized using content analysis. From qualitative analysis, each one of three themes and its relevant subtitles were derived as follows; (1) the first theme of “experience on behavior rehabilitation service”, and its relevant subtitles of “the first meeting of the child and moment of diagnosis”, “treatment experience of my child and current situation”, “desired supportive treatment services”, “difficultly acquired behavior rehabilitation service”, “in search of behavior rehabilitation service centers”, and “experience of evidence-based behavior rehabilitation services”, (2) the next theme of “perceptions toward rehabilitation service”, and its relevant subtitles of “behavior change of children experiencing service”, and “expenses on behavior rehabilitation service”, and (3) the last theme of “supportive needs for behavior rehabilitation service”, and its subtitles of “reasons on others’ recommendation”, and “corrective needs to behavior rehabilitation service”. The result of this study can be utilized as a foundational resource to suggest future successful behavior services.
{"title":"Experiences and Supportive Needs of Parents of Children with Developmental Disabilities on Behavior Rehabilitation Services","authors":"Hyemin Kim, Kim Seong Hyeon","doi":"10.22874/kaba.2018.5.2.1","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.1","url":null,"abstract":"\u0000The purpose of this study is to seek corrective strategies of issues based on analysis of experience and supportive needs of parents of children with developmental disabilities receiving behavior rehabilitation service. Participants of this study were 12 parents of children with developmental disabilities around Gyeonggi province who have been recipients of behavior rehabilitation service provided by qualified BCBAs(Board Certified behavior Analysts) for at least 3 months. In-depth interviews were conducted utilizing questionnaires in semi-structured format in order to analyze both experience and perceptions of behavior rehabilitation service. Based on acquired data, three main themes and ten subtitles were categorized using content analysis. From qualitative analysis, each one of three themes and its relevant subtitles were derived as follows; (1) the first theme of “experience on behavior rehabilitation service”, and its relevant subtitles of “the first meeting of the child and moment of diagnosis”, “treatment experience of my child and current situation”, “desired supportive treatment services”, “difficultly acquired behavior rehabilitation service”, “in search of behavior rehabilitation service centers”, and “experience of evidence-based behavior rehabilitation services”, (2) the next theme of “perceptions toward rehabilitation service”, and its relevant subtitles of “behavior change of children experiencing service”, and “expenses on behavior rehabilitation service”, and (3) the last theme of “supportive needs for behavior rehabilitation service”, and its subtitles of “reasons on others’ recommendation”, and “corrective needs to behavior rehabilitation service”. The result of this study can be utilized as a foundational resource to suggest future successful behavior services.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"364 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113983220","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.105
Hye-Suk LeePark, Hyosook Ahn, Suji Kim, Seungju Kim, Yu-Jin Lee, Hyemyoung Jang, Yeon-Hee Yu
The purpose of this study was to examine effects of a Speaker Immersion Procedure on frequency of spontaneous mands and tacts in children with autism spectrum disorders. The study was conducted for 2 girls(4-, 6-year old) and 3 boys (4-, 6-year old) with autism spectrum disorders in a private agency where Early Intensive Behavioral Intervention was provided in a metropolitan city. All of the participants had mands and tact but didn’t show spontaneous mands and tacts. Data were collected in a delayed multiple baseline across participant design. Target behaviors were spontaneous mands and tacts when relevant establishing operations were in place. Intervention was Speaker Immersion during which an intensive mand training was provided with captured or devised establishing operations through a Behavior Chain Interruption Strategies. Relevant establishing operations were manipulated during daily routine such as using bathroom or snack time. The children needed to mand for each step of daily routine in order to complete the routine. For example, the children were required to mand for pulling up pants, using soap, water, paper towel and etc. in order to finish using the bathroom. 6-15 establishing operations were manipulated during one intervention session. During the intervention, the experimenter provided echoic prompts if the children didn’t emit independent mands within 3 to 5 seconds after a relevant establishing operation was in place. The prompted mands were followed immediate reinforcement. Generalizations were tested in other settings such as at a play ground, during art activity or free plays. Spontaneous tacts were also tested to see whether increasing spontaneous mands during daily routine induce increased tacts. The results showed that the intervention procedure were effective in increasing spontaneous and independent mands during training sessions. The results of generalizations and increasing tacts varied across the participants. The results were discussed in terms of the level of verbal capabilities of each participant.
{"title":"Effects of Speaker Immersion on Increase of Spontaneous Mands and Tact in Children with Autism Spectrum Disorders","authors":"Hye-Suk LeePark, Hyosook Ahn, Suji Kim, Seungju Kim, Yu-Jin Lee, Hyemyoung Jang, Yeon-Hee Yu","doi":"10.22874/kaba.2018.5.2.105","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.105","url":null,"abstract":"\u0000The purpose of this study was to examine effects of a Speaker Immersion Procedure on frequency of spontaneous mands and tacts in children with autism spectrum disorders. The study was conducted for 2 girls(4-, 6-year old) and 3 boys (4-, 6-year old) with autism spectrum disorders in a private agency where Early Intensive Behavioral Intervention was provided in a metropolitan city. All of the participants had mands and tact but didn’t show spontaneous mands and tacts. Data were collected in a delayed multiple baseline across participant design. Target behaviors were spontaneous mands and tacts when relevant establishing operations were in place. Intervention was Speaker Immersion during which an intensive mand training was provided with captured or devised establishing operations through a Behavior Chain Interruption Strategies. Relevant establishing operations were manipulated during daily routine such as using bathroom or snack time. The children needed to mand for each step of daily routine in order to complete the routine. For example, the children were required to mand for pulling up pants, using soap, water, paper towel and etc. in order to finish using the bathroom. 6-15 establishing operations were manipulated during one intervention session. During the intervention, the experimenter provided echoic prompts if the children didn’t emit independent mands within 3 to 5 seconds after a relevant establishing operation was in place. The prompted mands were followed immediate reinforcement. Generalizations were tested in other settings such as at a play ground, during art activity or free plays. Spontaneous tacts were also tested to see whether increasing spontaneous mands during daily routine induce increased tacts. The results showed that the intervention procedure were effective in increasing spontaneous and independent mands during training sessions. The results of generalizations and increasing tacts varied across the participants. The results were discussed in terms of the level of verbal capabilities of each participant.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117244014","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.127
Sun-ok Kim, 채수정
The purpose of this study was to investigate the effects of antecedent-based intervention in the ecological assessment process on the maladaptive behaviors of students with intellectual disabilities. The participants were second-grade middle school students with intellectual disabilities who are enrolled in a special school. The subjects' personal, environmental, and teacher-related factors were analyzed using ecological assessment- direct observation, reviews of existing records, interviews, questionnaires, and functional analysis. The antecedent-based intervention was developed based on the results of ecological assessment. There were three types of challenging behaviors: seat breakaway, noise generation, and task interruption. These behaviors were observed and recorded using the partial interval recording method(20-second intervals comprising 17-second observations with 3-second recordings). Multiple-baseline research design, a type of single-subject design, was employed across three participants for baseline, intervention, and maintenance phases. The data were analyzed using six visual analysis methods: level of data, trend, distribution of data, immediacy effect, percentage of non-overlapping data, and persistence of data. These methods were recently suggested by What Works Clearinghouse (Kratochwill et al., 2013) as quality indicators for single-subject research designs. The results showed that antecedent-based intervention in the ecological assessment process significantly decreased the challenging behaviors of students with intellectual disabilities during art class through a comparison of the intervention interval. The mean value of challenging behaviors was significantly less in all subjects, the percentage of non-overlapping data (PND) value was 100%, and Tau-U value was -1.00, indicating that the effects of the intervention were significant. Compared to the baseline value, the PND value between the baseline and maintenance was 100%, indicating that the intervention effects were significantly consistent. These analyses were discussed in terms of educational implications to apply in special education practices.
摘要本研究旨在探讨在生态评估过程中，前因干预对智障学生适应不良行为的影响。参与者是在特殊学校就读的智障中学生二年级。采用生态评价方法——直接观察、回顾现有记录、访谈、问卷调查和功能分析，分析受试者的个人、环境和教师相关因素。基于前因的干预是在生态评价结果的基础上制定的。有三种具有挑战性的行为:离开座位、产生噪音和中断任务。这些行为的观察和记录采用部分间隔记录法(20秒间隔，包括17秒观察和3秒记录)。多基线研究设计是一种单受试者设计，在基线、干预和维持阶段采用三名参与者。使用六种可视化分析方法对数据进行分析:数据水平、趋势、数据分布、即时性效应、非重叠数据百分比和数据持久性。这些方法最近由What Works Clearinghouse (Kratochwill et al.， 2013)提出，作为单受试者研究设计的质量指标。结果表明，通过干预间隔的比较，在生态评价过程中，基于前因的干预显著降低了智障学生在艺术课上的挑战行为。所有被试的挑战性行为均值均显著降低，非重叠数据百分比(PND)值为100%，Tau-U值为-1.00，表明干预效果显著。与基线值相比，基线与维持之间的PND值为100%，表明干预效果显著一致。从教育意义的角度探讨了这些分析在特殊教育实践中的应用。
{"title":"Effects of Antecedent-Based Intervention in Ecological Assessment Process on the Challenging Behaviors of Students with Intellectual Disabilities during Art Class","authors":"Sun-ok Kim, 채수정","doi":"10.22874/kaba.2018.5.2.127","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.127","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of antecedent-based intervention in the ecological assessment process on the maladaptive behaviors of students with intellectual disabilities. The participants were second-grade middle school students with intellectual disabilities who are enrolled in a special school. The subjects' personal, environmental, and teacher-related factors were analyzed using ecological assessment- direct observation, reviews of existing records, interviews, questionnaires, and functional analysis. The antecedent-based intervention was developed based on the results of ecological assessment. There were three types of challenging behaviors: seat breakaway, noise generation, and task interruption. These behaviors were observed and recorded using the partial interval recording method(20-second intervals comprising 17-second observations with 3-second recordings). Multiple-baseline research design, a type of single-subject design, was employed across three participants for baseline, intervention, and maintenance phases. The data were analyzed using six visual analysis methods: level of data, trend, distribution of data, immediacy effect, percentage of non-overlapping data, and persistence of data. These methods were recently suggested by What Works Clearinghouse (Kratochwill et al., 2013) as quality indicators for single-subject research designs. The results showed that antecedent-based intervention in the ecological assessment process significantly decreased the challenging behaviors of students with intellectual disabilities during art class through a comparison of the intervention interval. The mean value of challenging behaviors was significantly less in all subjects, the percentage of non-overlapping data (PND) value was 100%, and Tau-U value was -1.00, indicating that the effects of the intervention were significant. Compared to the baseline value, the PND value between the baseline and maintenance was 100%, indicating that the intervention effects were significantly consistent. These analyses were discussed in terms of educational implications to apply in special education practices.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124747370","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 : 2018-10-01DOI: 10.22874/kaba.2018.5.2.83
Seo-Ok Lee, Joo-Young Song, 김운이, Eunhee Paik
The purpose of this study was to examine the effects of the individualized positive behavior support on off-task behavior of a kindergarten child with hearing impairment. The participant was a kindergaten child with hearing impairment in a special school. The study utilized multiple baseline design across settings: art activities, theme activities, and after-school activities. Through the functional behavior assessment, the problem behavior was identified as off-task behavior: damaging work sheets, throwing things away, and putting things into the mouth. The findings from the study indicated that individualized positive behavior support was helpful reducing off-task behaviors of a kindergarten child with hearing impairment during both intervention and maintenance phase. The implication included the effects of individualized behavior support and the guidelines for future research.
{"title":"The Effects of Individualized Positive Behavior Support on Off-Task Behavior of a Kindergarten Child with Hearing Impairment in Special School","authors":"Seo-Ok Lee, Joo-Young Song, 김운이, Eunhee Paik","doi":"10.22874/kaba.2018.5.2.83","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.2.83","url":null,"abstract":"The purpose of this study was to examine the effects of the individualized positive behavior support on off-task behavior of a kindergarten child with hearing impairment. The participant was a kindergaten child with hearing impairment in a special school. The study utilized multiple baseline design across settings: art activities, theme activities, and after-school activities. Through the functional behavior assessment, the problem behavior was identified as off-task behavior: damaging work sheets, throwing things away, and putting things into the mouth. The findings from the study indicated that individualized positive behavior support was helpful reducing off-task behaviors of a kindergarten child with hearing impairment during both intervention and maintenance phase. The implication included the effects of individualized behavior support and the guidelines for future research.","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134310174","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 : 2018-10-01DOI: 10.22874/KABA.2018.5.2.159
Min-young Song, Yoon-Suk Lee, Seo， Young-Hee, Do KyungMan, Eunhee Paik
The purpose of this study was to examine the effects of individualized positive behavior support on disturbing behavior(crying, throwing objects, leaving) and compliance behavior between classroom for elementary school student with intellectual disabilities in an inclusive setting. Multiple baseline design across settings was utilized as a research design in this study. Based on the hypothesis of the functional behavioral assessment, individualized positive behavior support was conducted for a student with intellectual disabilities. The results of the study showed that the individualized positive behavior support was effective reducing the off-task behavior and increasing compliance behavior of student with intellectual disabilities in the inclusive elementary school. The results of this study showed that individualized positive behavior support was effective reducing the off-task disturbing behavior of a student with intellectual disabilities in inclusive elementary school.
{"title":"The Effects of Individualized Positive Behavior Support on Challenging Behavior of a Student with Intellectual Disabilities In an Inclusive Elementary School","authors":"Min-young Song, Yoon-Suk Lee, Seo， Young-Hee, Do KyungMan, Eunhee Paik","doi":"10.22874/KABA.2018.5.2.159","DOIUrl":"https://doi.org/10.22874/KABA.2018.5.2.159","url":null,"abstract":"\u0000The purpose of this study was to examine the effects of individualized positive behavior support on disturbing behavior(crying, throwing objects, leaving) and compliance behavior between classroom for elementary school student with intellectual disabilities in an inclusive setting. Multiple baseline design across settings was utilized as a research design in this study. Based on the hypothesis of the functional behavioral assessment, individualized positive behavior support was conducted for a student with intellectual disabilities. The results of the study showed that the individualized positive behavior support was effective reducing the off-task behavior and increasing compliance behavior of student with intellectual disabilities in the inclusive elementary school. The results of this study showed that individualized positive behavior support was effective reducing the off-task disturbing behavior of a student with intellectual disabilities in inclusive elementary school.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"10 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132605754","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 : 2018-04-01DOI: 10.22874/kaba.2018.5.1.83
Christina Kimm
많은 교육적 전략이 도입되어 일반교육환경에서 ASD 아동을 지원할 수 있는 실용적인 지침을 제공하고 있다. 때로는 교육 현장 내에서 서로 경쟁하듯이 각 전략이 매우 중요하다고 역설하고도 있다. 그러나 교 사는 ASD 아동을 위해 가장 그들에게 필요하고 유익한 전략을 결정하기 위해서 새로운 전략을 배우고 구 현하고 테스트 할 시간이 부족한 현실이다. 따라서 본 연구의 목적은 실무자와 교사가 (1) 학생의 강점을 활용하여 학습하고 표현할 수 있도록 유도하는 STEAM교육을 설계하는 방법, (2) 증거기반 실천을 통해 행 동지원을 포함한 학생들에게 필요한 지원을 제공하는 방법, (3) 미래 직업 평가에 대한 일상적인 지시 모 니터링을 연결하는 방법에 대해 소개하는 데 있다.
{"title":"자폐아동의 학습을 지원하기 위한 보편적 설계와 STEAM","authors":"Christina Kimm","doi":"10.22874/kaba.2018.5.1.83","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.1.83","url":null,"abstract":"\u0000많은 교육적 전략이 도입되어 일반교육환경에서 ASD 아동을 지원할 수 있는 실용적인 지침을 제공하고 있다. 때로는 교육 현장 내에서 서로 경쟁하듯이 각 전략이 매우 중요하다고 역설하고도 있다. 그러나 교 사는 ASD 아동을 위해 가장 그들에게 필요하고 유익한 전략을 결정하기 위해서 새로운 전략을 배우고 구 현하고 테스트 할 시간이 부족한 현실이다. 따라서 본 연구의 목적은 실무자와 교사가 (1) 학생의 강점을 활용하여 학습하고 표현할 수 있도록 유도하는 STEAM교육을 설계하는 방법, (2) 증거기반 실천을 통해 행 동지원을 포함한 학생들에게 필요한 지원을 제공하는 방법, (3) 미래 직업 평가에 대한 일상적인 지시 모 니터링을 연결하는 방법에 대해 소개하는 데 있다.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123031422","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 : 2018-04-01DOI: 10.22874/kaba.2018.5.1.1
A-Ram Choi, Eun Kyung Kim
The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.
{"title":"Effects of Prevent-Teach-Reinforce Positive Behavior Supports on Class Participation Behaviors and Class Disruption Behaviors of the Student at Risk for ADHD","authors":"A-Ram Choi, Eun Kyung Kim","doi":"10.22874/kaba.2018.5.1.1","DOIUrl":"https://doi.org/10.22874/kaba.2018.5.1.1","url":null,"abstract":"\u0000The purpose of this study was to investigate the effects of prevent-teach-reinforce positive behavior support on class participation behaviors and class disruption behaviors of the elementary school student at risk for ADHD. The subject was a elementary school male student at risk for ADHD. To demonstrate the effect of this study, multiple probe baseline design across settings was conducted. Based on Functional Behavior Assessment for the subject, prevent-teach-reinforce positive behavior support(intervention of antecedents and setting events, alternative behavior instruction, consequences and system change) were developed and implemented in a regular classroom and special education classroom. The results of this study were as follows: First, the prevent-teach-reinforce positive behavior support was effective in increasing the class participation behaviors of the student ar risk for ADHD. Second, the intervention was effective in decreasing the class disruption behaviors of the student ar risk for ADHD. The effects of the intervention were maintained after the completion of the intervention and generalized. These results imply that the prevent-teach-reinforce positive behavior support is helpful to improve class participation behaviors of the elementary school student at risk for ADHD and that early intervention is important for the student at risk for ADHD.\u0000","PeriodicalId":132513,"journal":{"name":"Journal of Behavior Analysis and Support","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121990941","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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