긍정적 행동지원이 장애위험유아의 주의산만 행동과 방해 행동에 미치는 영향^*

본 연구는 긍정적 행동지원이 장애위험유아의 문제 행동에 미치는 영향을 알아보고자 하는데 그 목적이 있다. 이를 위해 공립병설유치원에 재원중인 장애위험유아 1명을 연구 대상으로 선정하였고, 대상 유아의 주의산만 행동과 방해 행동의 기능을 파악하기 위해 면담, 직접관찰, 가설 설정 및 검증의 방법을 활용한 기능 평가를 실시하였다. 연구 설계는 상황 간 중다 기초선 설계(multiple baseline across settings design)를 사용하였으며, 측정은 이야기나누기 활동, 자유선택 활동, 점심시간의 세 가지 상황에서 실시하였다. 중재 가 끝난 1주 후 문제 행동 변화에 대한 유지 효과를 알아보기 위해 기초선과 같은 실험 환경에서 유지 관찰을 실시하였고, 중재충실도와 사회적 타당도를 측정하였다. 본 연구 결과, 기능 평가에 근거하여 실 시한 긍정적 행동지원을 통해 대상유아의 주의산만한 행동과 방해 행동이 감소되었으며, 긍정적 행동지 원 종료 후에도 대상 유아의 주의산만 행동과 방해 행동에 대한 긍정적인 효과가 유지되었다. 본 연구는 유아교육현장에서 긍정적 행동지원이 장애위험유아에게 유용하게 적용할 수 있는 행동 관리 전략임을 검 증하였다는 데에 그 의의가 있다.

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.