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Effects of Game Play on Self-Regulation and Maladaptive Behavior of Children with Learning Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2015, 16(2), pp.187-211
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

KWON, MI YOUNG 1

1대구대학교

Accredited

ABSTRACT

This study was to conducted to verify the effects of game play on self-regulation ability and maladaptive behaviors of children with learning disabilities. The research method is the multiple baseline across subjects of the single subject research. Specific research questions are as follows. First, does the game play affect self-regulation ability of children with learning disabilities? Second, does the game play affect maladaptive behaviors of children with learning disabilities? For the analysis of results, the quantitative data and qualitative data were collected for the self-regulating and the quantitative data were collected for maladaptive behavior. To solve research problems and to obtain results of the study, the subject was 2 students with learning disabilities of special class in the elementary school. The game play program consisted of 15 activities and was carried out during the 8 week period, 27. August. 2012 ~ 17. October. 2012. The results which obtained through the analyse of direct observation and anecdotal record represent through the visual analysis using the graph. The research was divided into the three stages of the baseline, intervention, and a post-study investigation, adopting the game play as the independent variables, self-regulating ability and maladaptive behaviors as the dependent variables. The conclusions of this study were as follows: First, the game play has an effect on the improvement of the self-regulating ability(skill) of children with learning disabilities. Second, the game play has an effect on the reduction of the maladaptive behaviors of children with learning disabilities, especially of the behavior and attention deficit hyperactivity and disturbing behavior. It was improved as the session progressed, and maintained even after intervention session.

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