석사

Size: px

Start display at page:

Download "석사"

동희 목
6 years ago
Views:

1 특수교육논총 (FCT) *.,,,.,., ,,. *. ** (flyzz01@hanmail.net)

2 .,.,., (, 1995).,. (, 2011)., (, 2001; Wetherby & Prutting, 1984; Mundy et al., 1986)...,.,.,...

3 (, 2012).,...,,.,, (, 2009).. (,, 2000).,.., (, 2002).,, (, 2002). (, 1996;,, 2000;, 1999;, 2000)... (Bird et al., 1989), (Durnad & Carr, 1991).., (Carr & Durand, 1985). (Wacker & Reichle, 1993)..

4 ., (2000),. (2002),,,. (2012) 1..,,, (, 2010; Kontos & Diamond, 2002)..,., (Kaise & Hester, 1997; Webster-Stratton & Hammond, 1997)....,,.,...

5 ,?,?. 1) 1.., DSM-5, (CARS) 37,, K-CBCL 63, Eyberg 127,,, 2) < 1>. (multiple probe across behaviors design).,,., 3

6 (CARS) (SCQ) (K-CBCL) Eyberg (ECBI) 5 42 ( ) 29 ( ) SA: 2.45 (2 5 ) SQ: T : 78() T : 72() T : 80() : 142 : 26. ( : -, - ).. ( :, )..,....,.. 5

7 . 50%,., (75%) (75%) (75%) North Carolina Schopler(1988), (1996) (Childhood Autism Rating Scale: CARS). Achenbach (1983), (1997) (Korea-Child Behavior Checklist: K-CBCL). Eyberg (Eyberg Child Behavior Inventory: ECBL) (Burn & Patterson, 1990). 1) 4M 6M. 2, 2, 2,., 1 1

8 . 2) ,, , ) (1) (FBA) (Motivation Assessment Scale: MAS), (Functional Assessment Interview: FAI), A-B-C., Eyberg (FAI). A-B-C.,,. (2)

9 (3) 3~ , 5 10., 12,.,.....,. /., 30 ~1. /.,., 1 ( :, /, / ). 2 ( :, /, / ). 3. < 2>.

10 ( ).. <1 >, ( ). 3.. ( ) <2 >, 1... ( 1.) 2. ( ) <3 >, ( ). 3.?. ( 2.). /. ( ) <1 >, 1. / <2 >, 1. /.. ( 1 /.) 2. /

11 ( ) ( ) <3 >, / ?. ( 2 /.). /. <1 >., 1. / ( ) <2 >., 1. /.. ( 1 /.) 2. / <3 >., /.. 3.?. ( 2.) (4) 1 3..

12 ,, 1. 85%, 20% /( + ) 100., 96.4%, 85.6%, 90.8%. 95.2%, 87.1%, 92.8%. 20%. 5 5, < 6> / 100., 94.66%(88~100%).,,, (,, 2002). 5 5.,. / 100., 94%(92~96).

13 1).,,. < 3>, < 4>.... ( ),., /., /. 2),,. (event recording) 10., , / (4) , /

14 (8) 100. < 7> (1), (2), (3). (1), (2), (3) < 5>, (3). (+). 3),,,, (percentage of nonoverlapping data, PND). (split-middle method. White & Haring, 1980). PND, PND...,, < 1>, < 5>. 1) ( ) 0 (0~0 ).,. 7.27, (

15 ( ) ( ) ( ) ~0 1~12 5~7 PND ~0 0~100 50~75 PND ~ ~100 50~87.5 PND ) 0%(0~0%) %, 5 85%. ( ) 4.16%(0~12.5%) 25%., 60.57% %.. 2) , 0, % 53.94% % 60.57%..

16 ,, < 1>, < 6>. 1), ( ) (20~30 ), 3 13, ( ) (7~20 ). ( ) 95%(75~100%), ( ) 51.38%(0~100%). 50%, 4,,.. ( ) 94.44%(87.5~100%), ( ) 47.11%( %).,.. 2) ( ) 12 (10-15 ) 11.63,. ( ) 33.33%(25-50%) 51.38%,. ( ) 41.66%( %) 47.11%...

18 ( ) ( ) ( ) ~30 7~20 10~15 PND ~100 0~ PND ~ ~ ~50 PND ,,,...,,. (, 2002;,, 2000;, 1999;, 2000)..,.,., /.,

19 /..., (,, 2003;,, 2000;, 2000;, 1999).,.,.., (,, 2000).,.,,.. (, 2006;,, 2005;,,, 2006;, 2005)., (, 1999) (Lewis, Scott, & Sugai, 1994)....,. (, ; 2000).

20 ...,.,,., /.,.,....,.,.., 1.,.,...

21 ,,.,,.,.,.,. (2010).,,., (1996). :., (2003).,,. (4), (2012).,,., (2002).. (3), ,,, (1997).. :. (2002).. (3), , (2000).. (2), (1997).

22 ,,. (2000).,,. (1995). : ,, (2000). :. (2011).,,. (2012).,,. (2001).,,. (1999).,,. (1), (1996).,,. (2006).. (4), (2009).,,., (2005).. (3), ,, (2006).. (4), (2005).. (1), Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the child behavior checklist and revised behavior profile. Burlington: University of Vermont Department of Psychiatry. Bird, F., Dores, P. A., Moniz, D., & Robinson, J. (1989). Reducing severe aggressive and self-injurious behaviors with functional communication training. American Journal on Mental Retardation, 94, Carr, E. G., & Durand, M. V. (1985). Reducing behavior problem through functional communication training. Journal Piapplied behavior analysis, 13, Durand, V. M., & Carr, E. G. (1991). Functional communication training to reduce challenging behavior:

23 maintenance and application in new settings. Journal of Applied Behavior Analysis, 24(2), Kaiser, A. P., & Hester, P. P. (1997). Prevention of conduct disorders through early intervention: A conceptual model. Behavioral Disorders, 22(3), Kontos, S., & Diamond, K. (2002). Measuring the quality of early intervention services for infants and toddlers: Problems and prospects. International Journal of Disability, Development and Education, 49(4), Lewis, T. J., Scott, T. M., & Sugai, G. (1994). The problem behavior questionnaire: A teacher-based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique, 19, Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: the contribution of nonverbal communication measures. Journal of Child Psychology and Psychiatry, 27(5), Wacker, D. P., & Reichle, J. (1993). Functional communication training as an intervention for problem behavior: An overview and introduction to our edited volume. In J. Reichle, & D. P. Wacker(Eds.), Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies. Baltimore: Paul H. Brookes Publishing Co. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology. 65, Wetherby, A. & Prutting, C. (1984). Profiles of communicative and social-cognitive abilities in autistic chidren. Journal of Speech and Hearing Research, 27,

24 Effects of Functional Communication Training on Spontaneous Communication Behavior and Challenging Behaviors of the Preschooler with Autism Spectrum Disorders The purpose of this study is to analyze how Functional Communication Training affects Spontaneous Communication Behavior and Challenging Behaviors of the preschooler with Austism Spectrum Disorders. We conducted a functional assessment of a child and sorted three different challenging behaviors in the way of interviews and direct observation. Based on the result of the assessment, replacement behavior was selected, its procedure was established and the intervention was carried out. In this research, Probe, Intervention, and Follow-up tests were implemented, using multiple probe across behaviors design. The intervention was done three to five times a week in a daycare center where he was. Changes in Spontaneous Communication Behavior and Challenging Behaviors were measured for 10 minutes in every session. In order to know if the effect of intervention can be maintained, a week later each of his behaviors was investigated in every three session, under the same conditions, in terms of the spontaneous communication behavior and challenging behaviors. The results of the study are as follows. First, after conducting Functional Communication Intervention, Spontaneous Communication Behavior of preschooler with Autistic has been increased. Second, after conducting Functional Communication Intervention, Challenging Behavior of preschooler with Autistics has been reduced. Third, a week after finishing the intervention, the influences of the intervention have remained. This research, using analyzed results as its basis, has deduced that Functional Communication has positive effects on increasing Spontaneous Communication Behavior and reducing Challenging Behavior, and it can be also maintained. Key words: Functional Communication Training, Preschooler with Autistic Disorder, Spontaneous Communication Behavior, Challenging Behaviors : : : * (): (flyzz01@hanmail.net)

Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp DOI: A Study on the Opti

Journal of Educational Innovation Research 2017, Vol. 27, No. 4, pp.127-148 DOI: http://dx.doi.org/11024/pnuedi.27.4.201712.127 A Study on the Optimization of Appropriate Hearing-impaired Curriculum Purpose: