자기점검법이 지적장애 아동의 문제행동에 미치는 효과

Abstract

This study examined the effects of self-monitoring on the problem behaviors of children with intellectual disability who manifest problem behaviors during classes. Two children with intellectual disability was selected as the study subjects. This study employed multiple baseline design across behaviors. Intervention was divided into the recognition, discrimination, self-monitoring training(technique application phase), and independent self-monitoring phase. It was carried out five times a week for 6 weeks(total of 30 times). Training was promoted for 20 minutes without observation for the 1st intervention term, then it was promoted for 20 minutes after 20 minutes observation for the 2nd term. It was also assessed if the effect of the training is maintained when carried out for three terms of the maintenance test two weeks after the intervention is completed. The main results could be summarized as follows. First, the incidence of the intellectual disability child's scribbling behavior was reduced by self-monitoring. Second, the incidence of the intellectual disability child's be created from noisemaking behavior was reduced by self-monitoring. Third, the incidence of the intellectual disability child's inappropriate position behavior was reduced by self-monitoring. Fourth, the incidence of the intellectual disability child's three problem behaviors mentioned above and reduced by self-monitoring continued to be lower than the baseline after the study was completed. In conclusion, self-monitoring training is effective in reducing problem behavior of intellectual disability children who exhibit problem behavior during class and sustaining such effect.