장애 유아 교육 환경에서의 긍정적인 행동지원의 실태 조사 연구
Current Status of PBS Implementation at Early Childhood Special Education Settings in Korea
Most of positive behavior support(PBS) research focus on tertiary, individualized intervention, and children in school setting rather than primary, secondary intervention, and young children in preschool settings. Thus, the purpose of this study was to analyze the status of all levels of positive behavior support implementation and to provide future directions in early childhood special education settings. Sixty-one early childhood special education classroom were evaluated by administering Pre-SET(Preschool-wide Evaluation Tool: Horner, Benedict, & Todd, 2008). Findings indicated that the mean percentage of Pre-SET features across 61 early childhood special education settings was somewhat low, 34.6%. In addition, the mean percentage of Pre-SET features were statistically significant according to teachers' teaching experience with children with disabilities and types of agency. Based on this results, we discussed and explore implications for future on the positive behavior support implementation in early childhood special education settings.
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원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
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