· 발행기관 : 한국지적장애교육학회
· 수록지 정보 : 지적장애연구 / 16권 / 1호 / 1 ~ 30페이지
· 저자명 : 문병훈, 이영철
본 연구는 최근 15년간(1999년부터 2013년까지) 초등부에서 고등부(전공과 포함) 지적장애학생을 위한 긍정적 행동지원(PBS) 관련 국내 학위논문 및 학술지 논문의 연구동향을 분석하였다. 학술논문 발표검색 사이트 검색을 통하여 62편을 최종선정하고 논문편수, 항목별 비율, 빈도 등을 분석하여 표와 그래프로 제시하였다.
연구결과는 다음과 같다. 첫째, 전체 논문의 연도별 편수, 논문 유형, 발행 유형 면에서 전체 논문의 연도별 편수는 2010년 10편(16.1%)으로 가장 많고, 논문 유형은 실험연구논문 41편(66.1%), 문헌연구 17편(27.4%), 조사연구 4편(6.5%)이며, 발행유형은 학위논문 27편(43.5%), 학술지 논문이 35편(56.5%)이다. 둘째, 실험연구논문의 지원단계, 중재영역 면에서 지원단계는 개별지원이 40편(97.6%)이고, 후속결과 중재 39편(95.1%), 대체기술(행동) 교수 35편(85.4%)이다. 셋째, 실험연구논문의 목표행동은 자리이탈 20편(48.8%), 산만행동 15편(36.6%), 지시위반 거부 17편(41.5%), 방해행동 24편(58.5%)이다. 넷째, 실험연구논문의 연구대상, 실험장소, 실험기간, 회기 면에서 초등학생 27편(65.9%), 특수학교 19편(46.3%), 시간제 특수학급 19편(46.3%)이고, 장애학생수 1명 29편(63.0%), 남학생 40명(61.5%)이다. 지적장애 2급 이상 45명(69.2%)이고, 중복장애 10명(16.1%)이다. 특수학교 교실 10편(24.4%), 일반학교 전체(운동장, 복도, 특별실 등) 5편(12.2%), 통합학급과 특수학급(병행) 5편(12.2%), 통합학급 6편(14.6%)이다. 실험기간은 2개월 이상 3개월 미만이 15편(36.6%), 3개월 이상 4개월 미만이 10편(24.4%)이다. 실험회기는 20회 이상 30회 미만이 14편(35.9%), 30회 이상 40회 미만이 12편(30.8%)이다. 다섯째, 실험연구논문의 중재자, 협력자, 관찰자 면에서 중재자는 특수교사 28편(68.3%), 통합학급교사 11편(26.8%)이며, 협력자는 관리자 (교장, 교감) 8편(19.5%), 특수교사 22편(53.7%)이다. 관찰자는 통합학급교사 5편(12.2%), 특수교사 31편(75.6%)으로 분석되었다.
연구결과에 따르면 긍정적 행동지원(PBS) 연구가 활발히 이루어지고 있으나 연구결과에서 부족한 것으로 나타난 요소를 보완하고 지적장애학생의 인지적, 심리적, 행동적 특성을 고려하여 후속연구가 이루어져야 할 것으로 판단된다.
The purpose of this study was analyzing the trends of the research directions of dissertations and journal articles related to positive behavior support(PBS) for students with intellectual disabilities from elementary school to high school(including post-high school) in the last 15 years(1999-2013) in Korea, and proposing directions for future researches. For this, we found 62 domestic dissertations and journals from sites to search for academic papers and presented item rates, frequencies in the tables and graphs by statistical analysis.
The results are as follows. First, the number of papers in 2010 were 10 studies(16.1%). The experimental studies were 41 studies(66.1%), literature review studies were 17 studies(27.4%), research studies were 4 studies(6.5%). Dissertations were 27 studies(43.5%), theses published in journals were 35 studies(56.5%). Second, the individual support levels were 40 studies(97.6%), the consequence intervention area were 39 studies(95.1%) and alternative behaviors(skills) instruction were 35 studies(85.4%). Third, leaving the seat were 20 studies(48.8%), distracting behavior were 15 studies(36.6%), refusing instructions and violation were 17 studies(41.5%), disturbing behavior were 24 studies(58.5%). Fourth, the elementary schoolchildren were 27 studies(65.9%), special-education schools were 19 studies(46.3%), part-time special education class were 19 studies(46.3%), studies joined one participant were 29 studies(63.0%), studies joined male were 40 studies(61.5%), participants with the first or second degree of intellectual disability were 45(69.2%), participants with multiple disabilities were 10(16.1%), special-education school classrooms were 10 studies (24.4%), general school-wide(playgrounds, hallways, special rooms, etc.) were 5 studies (12.2%), integrated classrooms and special class(parallel) were 5 studies(12.2%), inclusive classes were 6 studies(14.6%). More than 2 months and less than 3 months of study periods were 15 studies(36.6%), more than 3 months and less than 4 months 10 studies(24.4%). More than 20 times and less than 30 times were 14 studies(35.9%), more than 30 times and less than 40 times were 12 studies(30.86%). Fifth, as intervenor, special education teachers were 28 studies(68.3%), integrated classroom teachers were 11 studies(26.8%), as co-workers, administrator(principal, assistant principal) were 8 studies(19.5%), special education teachers were 22 studies(53.7%), and as observers, integrated classroom teachers were 5 studies (12.2%), special education teachers were 31 studies(75.6%).
Positive Behavior Support(PBS) has been actively made. But after supplementing the lacks of studies and considering cognitive, psychological, and behavioral characteristics of students with intellectual disabilities, the follow-up studies should be carried out.
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