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DBpia AI
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Citeasy
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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 채수정
- 발행연도
- 2018
- 저작권
- 전주대학교 논문은 저작권에 의해 보호받습니다.
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초록· 키워드
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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. Three participants’ academic engagement and task achievement behaviors during at class presented several maladaptive behaviors, such as difficulty in concentrating, performing assigned tasks, and developing interpersonal relationships.
A multiple-baseline research design of the single-subject designs was employed across three participants for baseline, intervention, and maintenance phases. The participants were second-grade middle school students with intellectual disabilities enrolled in H special school in D metropolitan city.
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 antecedents-based intervention was developed based on the results from ecological assessment.There were three types of maladaptive behaviors: seat breakaway, noise generation, and task interruption. The seat breakaway, noise generation, and task interruption behaviors were observed and recorded using the partial interval recording method (20-second intervals comprising 17-second observations with three-second recordings). There were two types of academic engagement behavior: following instructions and performing tasks. Regarding following instructions for academic engagement, the frequency recording method and partial interval recording method were used to record behavior generation. To measure task achievement, Ji Sung-Ae’s (2001) drawing emblem ability evaluation criterion was reconstructed, and each task in 28 sessions was scored per student to calculate task achievement.
The data were analyzed using six visual analytical methods: level of data, trend, distribution of data, immediacy effect, percentage of none-overlapping data, and persistence of data. These methods are recently suggested by What Works Clearinghouse (Kratochwill et al., 2013) as quality indicators for conducting single-subject research designs.
The results showed that antecedent-based intervention in the ecological assessment process significantly decreased the maladaptive behaviors of students with intellectual disabilities during art class through a comparison of the intervention interval. The mean value of maladaptive behaviors was significantly less in all subjects, the non-overlapping percentage (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, PND value between the baseline and maintenance was 100%, indicating that the intervention effects were significantly maintained.
Second, antecedent-based intervention in the ecological assessment process significantly increased the academic engagement behaviors of participants during art class. The mean values of the academic engagement behaviors of all studets were considerably higher in the intervention than at the baseline phase. PND value was 100% and the Tau-U value was 1.00, indicating that the intervention effects were significant for all participants. In addition, the PND value between the baseline and the maintenance phase was 100%, indicating that the intervention effects were significantly maintained.
Third, antecedent-based intervention in the ecological assessment process positively influenced the task achievements of the subjects. The mean values of all participants were considerably higher in the intervention than at baseline. PND value was 100% and the Tau-U value was -1.00. In addition, the intervention effects remained significant in the maintenance phase.
Based on these results, we concluded that antecedent-based intervention in the ecological assessment process positively influenced maladaptive behaviors, academic engagement, and task achievement during art class among all three students with intellectual disabilities.
A multiple-baseline research design of the single-subject designs was employed across three participants for baseline, intervention, and maintenance phases. The participants were second-grade middle school students with intellectual disabilities enrolled in H special school in D metropolitan city.
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 antecedents-based intervention was developed based on the results from ecological assessment.There were three types of maladaptive behaviors: seat breakaway, noise generation, and task interruption. The seat breakaway, noise generation, and task interruption behaviors were observed and recorded using the partial interval recording method (20-second intervals comprising 17-second observations with three-second recordings). There were two types of academic engagement behavior: following instructions and performing tasks. Regarding following instructions for academic engagement, the frequency recording method and partial interval recording method were used to record behavior generation. To measure task achievement, Ji Sung-Ae’s (2001) drawing emblem ability evaluation criterion was reconstructed, and each task in 28 sessions was scored per student to calculate task achievement.
The data were analyzed using six visual analytical methods: level of data, trend, distribution of data, immediacy effect, percentage of none-overlapping data, and persistence of data. These methods are recently suggested by What Works Clearinghouse (Kratochwill et al., 2013) as quality indicators for conducting single-subject research designs.
The results showed that antecedent-based intervention in the ecological assessment process significantly decreased the maladaptive behaviors of students with intellectual disabilities during art class through a comparison of the intervention interval. The mean value of maladaptive behaviors was significantly less in all subjects, the non-overlapping percentage (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, PND value between the baseline and maintenance was 100%, indicating that the intervention effects were significantly maintained.
Second, antecedent-based intervention in the ecological assessment process significantly increased the academic engagement behaviors of participants during art class. The mean values of the academic engagement behaviors of all studets were considerably higher in the intervention than at the baseline phase. PND value was 100% and the Tau-U value was 1.00, indicating that the intervention effects were significant for all participants. In addition, the PND value between the baseline and the maintenance phase was 100%, indicating that the intervention effects were significantly maintained.
Third, antecedent-based intervention in the ecological assessment process positively influenced the task achievements of the subjects. The mean values of all participants were considerably higher in the intervention than at baseline. PND value was 100% and the Tau-U value was -1.00. In addition, the intervention effects remained significant in the maintenance phase.
Based on these results, we concluded that antecedent-based intervention in the ecological assessment process positively influenced maladaptive behaviors, academic engagement, and task achievement during art class among all three students with intellectual disabilities.
목차
- Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 연구문제 5Ⅱ. 이론적 배경 61. 지적장애와 행동 중재 61.1. 지적장애의 정의와 행동 특성 61.2. 지적장애학생의 부적응행동 및 수업참여행동 특성과 선행연구 82. 생태학적 사정에 기반한 선행사건 중재 152.1. 생태학적 관점 152.2. 생태학적 사정 202.3. 생태학적 사정에 기반한 선행사건 중재 283. 지적장애학생과 미술활동 353.1. 지적장애학생의 미술활동 353.2. 지적장애학생의 그리기 특성 373.3. 지적장애학생을 위한 미술 교수전략 38Ⅲ. 연구 방법 411. 연구 대상 411.1. 연구 대상학생 선정기준 411.2. 연구 대상학생 특성 421.3. 연구의 중재자 432. 연구 환경 452.1. 실험 환경 452.2. 연구 일정 472.3. 연구 진행 단계 493. 생태학적 사정 503.1. 직접 관찰 503.2. 기존 기록 검토 563.3. 면담 583.4. 설문 603.5. 기능분석 613.6. 생태학적 사정 결과에 대한 종합적 분석 654. 독립 변인 674.1. 물리적 환경 변인 674.2. 교사 변인 704.3. 학생 변인 735. 종속 변인 766. 실험 설계 797. 실험 절차 817.1. 기초선 817.2. 중재 817.3. 유지 838. 자료 수집 838.1. 부분간격관찰기록법 848.2. 빈도기록법 849. 자료 분석 859.1. 시각적 자료 분석 859.2. 과제성취도 분석 879.3. 관찰자간 신뢰도 899.4. 중재 충실도 959.5. 사회적 타당도 96Ⅳ. 연구결과 1001. 생태학적 사정에 기반한 선행사건 중재가 부적응행동에 미치는 중재효과 및 유지 1001.1. 대상학생별 부적응행동에 대한 중재효과 및 유지 1001.2. 대상학생별 부적응행동 유형별 중재효과 및 유지 1042. 생태학적 사정에 기반한 선행사건 중재가 수업참여행동에 미치는 중재효과 및 유지 1132.1. 지시 따르기 행동에 미치는 중재효과 및 유지 1132.2. 과제 수행하기 행동에 미치는 중재효과 및 유지 1173. 생태학적 사정에 기반한 선행사건 중재가 과제성취도에 미치는중재효과 및 유지 1213.1. 색채 과제성취도에 미치는 중재효과 및 유지 1243.2. 묘사 과제성취도에 미치는 중재효과 및 유지 1283.3. 주제관련 형체 과제성취도에 미치는 중재효과 및 유지 1323.4. 표상의 창의성 과제성취도에 미치는 중재효과 및 유지 1353.5. 그림의 완성 과제성취도에 미치는 중재효과 및 유지 139Ⅴ. 논의 1431. 생태학적 사정에 기반한 선행사건 중재에 대한 논의 1432. 지적장애학생의 행동 변화에 대한 논의 1463. 지적장애학생의 과제성취도 변화에 대한 논의 150Ⅵ. 결론 및 제언 1521. 결론 1522. 제언 154참고문헌 156ABSTRACT 182부록 185
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