TY - JOUR
T1 - A systematic review of experimental research on positive behavior support for students with severe disabilities
AU - Ko, Hee Seon
AU - Kim, Yu Ri
N1 - Publisher Copyright:
© 2020 Seorim. All rights reserved.
PY - 2020
Y1 - 2020
N2 - Purpose: The purpose of this study was to examine the trends of experimental research on positive behavior support for students with severe disabilities. Method: A total of 21 Korean studies were selected and analyzed in terms of participants, experimental designs, independent variables, and dependent variables; the quality levels of the studies were analyzed based on CEC quality indicators. Results: First, most of the participants had autism spectrum disorders and intellectual disabilities, and they attended elementary, middle and high school. Second, the multiple baseline design across behaviors was most frequently used in the studies, and most of the studies measured maintenance and social validity. Only four studies measured generalization of the target behaviors. Third, preferred activities or photos were used in the setting events and antecedent interventions. Communication instructions were employed in the alternative behavior interventions. Praise as reinforcement was utilized in the consequences interventions. Fourth, dependent variables were often class engagement behaviors, off-task behaviors, and aggressive behaviors as the target behaviors. eleven studies met more than 80 percent of CEC quality indicators(36.8 of total score 46). Conclusion: Based on analysis and synthesis of the findings, directions for future research and implications for practice were suggested.
AB - Purpose: The purpose of this study was to examine the trends of experimental research on positive behavior support for students with severe disabilities. Method: A total of 21 Korean studies were selected and analyzed in terms of participants, experimental designs, independent variables, and dependent variables; the quality levels of the studies were analyzed based on CEC quality indicators. Results: First, most of the participants had autism spectrum disorders and intellectual disabilities, and they attended elementary, middle and high school. Second, the multiple baseline design across behaviors was most frequently used in the studies, and most of the studies measured maintenance and social validity. Only four studies measured generalization of the target behaviors. Third, preferred activities or photos were used in the setting events and antecedent interventions. Communication instructions were employed in the alternative behavior interventions. Praise as reinforcement was utilized in the consequences interventions. Fourth, dependent variables were often class engagement behaviors, off-task behaviors, and aggressive behaviors as the target behaviors. eleven studies met more than 80 percent of CEC quality indicators(36.8 of total score 46). Conclusion: Based on analysis and synthesis of the findings, directions for future research and implications for practice were suggested.
KW - CEC quality indicators
KW - Literature review
KW - Positive behavior support
KW - Problem behavior intervention
KW - Severe disability
UR - http://www.scopus.com/inward/record.url?scp=85096046217&partnerID=8YFLogxK
U2 - 10.20971/kcpmd.2020.63.3.97
DO - 10.20971/kcpmd.2020.63.3.97
M3 - Review article
AN - SCOPUS:85096046217
SN - 2288-3843
VL - 63
SP - 97
EP - 130
JO - Korean Journal of Physical, Multiple and Health Disabilities
JF - Korean Journal of Physical, Multiple and Health Disabilities
IS - 3
ER -