Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
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pISSN : 1598-060X / eISSN : 2734-0090
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Analysis of the Single Subject Design Studies on Integration of Elementary School Students with Disabilities based on the Quality Indicators of Evidence-Based Practice
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2017, 18(2), pp.171-198
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : March 5, 2017
- Accepted : April 17, 2017
Sung， KyungSun 1, Myongye Bang 2
1국립특수교육원
2우석대학교
Accredited
ABSTRACT
The purpose of this study was to analyze the single subject design studies on integration of elementary school students with disabilities based on the quality indicators of evidence-based practice. Thirty four single subject studies published from 2005 to 2016 were analyzed using the quality indicators of evidence-based practice developed by Horner et al.(2005) and CEC (2014). The research findings were as follows. First, the most widely selected subjects of the studies were students with intellectual disabilities. Multiple probe designs were the most widely used. The most widely selected dependent variables were academic engagement and problem behavior. The most widely selected independent variable was positive behavior support and the interventions of all studies were effective for improving dependent variables. Out of 34 studies generalization effects were tested only by eighth studies, while maintenance effects were tested by twenty five studies. Second, the quality indicators of intervention settings, background informations and qualifications of experimenters, operant definitions of the dependent variables fidelity of intervention, baselines, and internal validity were not fully fulfilled. Educational implications and suggestions for future studies were discussed.
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원상연
/ 2009
/ 앵커드수업 활동이 지적장애학생의 주의집중과 수업참여 및 또래관계에 미치는효과
/ 발달장애연구
13(2)
: 53~75
[journal]
최문지
/ 2009
/
The Effects on Positive Behavior Support on the Problem Behaviors and Task Engagement of Students with Disabilities in Inclusive Classrooms
/ 지적장애연구
/ 한국지적장애교육학회
11(1)
: 21~41
[journal]
신혜순
/ 2013
/
The Effect of Social Story Intervention Including Peer Support on Task-Performance Behavior of Children with Intellectual Disabilities and Their Friendship Relationship with General Students
/ 발달장애연구
/ 한국발달장애학회
17(4)
: 1~27
[journal]
허승준
/ 2006
/
The Effects of Anchored Instruction on the Participation in Learning and the Classroom Interaction of Students with Disabilities in Inclusive Classrooms
/ 특수아동교육연구
/ 한국특수아동학회
8(1)
: 207~232
[journal]
허승준
/ 2006
/
The Effects of Anchored Instruction on the Verbal Interaction of Children with Learning Disabilities in Inclusive Classroom.
/ 특수아동교육연구
/ 한국특수아동학회
8(3)
: 47~69
[journal]
허승준
/ 2009
/
Effects of Anchored Instruction on the Adaptive Behaviors of Children with Special Educational Needs in an Elementary Inclusive Classroom
/ 특수아동교육연구
/ 한국특수아동학회
11(1)
: 51~75
[journal]
황인영
/ 2005
/
The Effect of Instructional Adaptation on the On-Task Behaviors, Problem Behaviors, and Task Achievementof Students with Mental Retardation in General Class
/ 특수교육학연구
/ 한국특수교육학회
40(1)
: 179~199