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The Effects of Adaptive Behavior Instruction Using Self-Management Strategies on the Academic Engagement Behavior of Elementary Students with Mental Retardation

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2008, 9(2), pp.291-310
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

권인순 1 Jiyeon Park 1

1이화여자대학교

Accredited

ABSTRACT

The purpose of this study was to examine the effects of adaptive behavior instruction using self-management strategies on the academic engagement behavior in three elementary students with mental retardation who had difficulties in school adaptive behavior. The students were integrated in general classrooms while receiving special education services in special classes in an elementary school in Seoul. A multiple-probe baseline design across participants was used to evaluate the treatment effects. Ten adaptive behavior skills were taught using self-management strategies in special education classrooms. Generalization data were collected in general education classrooms. To examine the maintenance effect, four follow-up sessions were conducted 3 weeks after the completion of the intervention. As a result, adaptive behavior instruction using self-management strategies improved the percentage of the academic engagement behavior of all participants and the intervention effect was maintained three weeks after the termination of the treatment. Also, the intervention effect was generalized to social subject classes in general classes. These results suggest that adaptive behavior instruction using self-management strategies is effective in increasing academic engagement behavior of students with mental retardation who are passive in school life.

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