비디오 자기모델링을 활용한 자기관리전략이 장애학생의 문제행동과 수업참여행동에 미치는 영향

Abstract

This study examined the effects of self-management strategy using video self-modeling on the problem behaviors and academic engagement behaviors of students with disabilities. To this end, the study researchers chose 3 students with disabilities who had shown problem behaviors in class and investigated changes in problem behaviors and academic engagement behaviors of the students through multiple probe design-across subject in 3 phases of baseline, intervention and maintenance. The research experiments were conducted 4 times a week on average and 30~40 rounds in total. Intervention took place in the classroom where corresponding students studied. During the intervention period, students watched video clips on their desirable academic engagement behaviors everyday before class started. After classes, the subjects filled in self-scoring checklists regarding their own behaviors and made graphs with their scores. To see if the intervention effect was maintained, the researchers observed the subjects 2 weeks after the intervention for any problem behavior or academic engagement behaviors for 10 minutes in the same condition as the baseline for 5 times per student. As a result, we found as follows: First, self-management strategy intervention using video self-modeling was found to have lowered the problem behaviors of students with disabilities. Each student showed reduced occurrence of problem behaviors compared to the baseline status by average of 63.12%, 57.5% and 54.37%, respectively. Second, self-management strategy intervention using video self-modeling was found to have improved the handicapped students' academic engagement behaviors. Each student showed elevated occurrence of academic engagement behaviors during the intervention period compared to the baseline status by average of 54.1%, 31% and 40.75%, respectively. Third, self-management strategy intervention using video self-modeling was found to have had lasting effects even after its termination. Reduced problem behaviors and increased academic engagement behaviors caused by the intervention were maintained after termination. Each student showed reduced occurrence of problem behaviors compared to the baseline status by average of 63.12%, 57.5% and 54.37%, respectively during the intervention period and 10%, 18.5% and 18.5% during the maintenance period, displaying lower levels than the intervention term. Their occurrence of academic engagement behaviors were 86.1%, 86% and 89.25% during the intervention period and 92.5%, 89% and 87% during the maintenance period, relatively stable participation levels. Based on these findings, self-management strategy using video self-modeling is proved to be effective in lowering the problem behaviors of students with disabilities, increasing their academic engagement behaviors and maintaining the changed behaviors.