Special Education as Science, Applied Behavior Analysis, and Single Subject Research

HyeSuk LeePark

서지반출

영문초록

Currently, no one will raise questions whether special education need to be scientifically-based or evidence-based. Then what does it mean by “Being scientific?”. What are features of scientifically-based practices in special education? Research guides practices in special education and thus current conceptualization of research in special education is closely associated with those questions. Considering that special education is a problem-solving and special educators often serve for heterogeneous populations in nonuniversal settings, research methods which address these complexities are required. Single Subject Research (SSR) is experimental and units of analyses are individual. These features of SSR allow researchers and practitioners to evaluate effectiveness of interventions within contexts where the interventions are actually applied. SSR focuses on individual behavior changes within specifically manipulated conditions, which is closely tied to core dimensions of applied behavior analysis (ABA). This highlighted usefulness of SSR when special educators deliver scientifically-based practices within ABA approach. In the present study, features of scientifically-based practices and characteristics of applied behavior analysis are discussed in connection to special education. Next, advantageous characteristic in using SSR as a major tool for developing, evaluating, and adapting scientifically-based practices in special education is discussed in association with understandings about features of special education and ABA.

국문초록

오늘날, 특수교육이 과학적이어야 한다는 데는 아무도 이의를 제기하지 않을 것이다. 그렇다면 “과학적이란 말은 특수교육 현장에서 구체적으로 무엇을 의미하는가?” “과학적인 특수교육의 특징적 요소는 무엇인가?” 특수교육 분야를 이끌어 나가는 것이 관련 연구 활동이라고 했을 때, 특수교육의 연구활동의 개념적 기반이 위의 질문과 긴밀하게 관련되어 있다고 볼 수 있다. 특수교육이 현장에서 직면하는 학습 문제, 행동 문제의 해결의 과정이라는 점, 그리고 특수교육 관련 종사자들이 다양한 능력수준과 학습 성향을 보이는 집단을 대상으로 보편성이 결여된 교육적 환경에서 활동한다는 점을 고려한다면, 특수교육 종사자들이 직면하는 이러한 복잡한 상황을 반영하는 연구방법론의 필요성은 당연한 귀결이다. 단일대상연구는 분석적이며 그 분석의 단위는 개별적이다. 이러한 단일대상연구의 특징적 요소는 특수교육관련 연구자나 종사자들로 하여금 하나의 중재가 실행되는 현장에서 그 중재의 효율성을 평가하는 것을 가능하게 한다. 단일대상연구는 특정적 환경적 조건하에 보이는 행동변화를 개별적인 차원에서 조사하는 것이 특징이며, 이는 응용행동분석의 핵심적 특질과 긴밀히 관련이 되어있다. 또한, 이러한 점은 특수교육 관련 전문인들이 응용분석적 접근에서 과학에 기반한 교육을 제공하려 할 때 단일대상연구설계가 가지는 유용성을 말해준다. 본 논문에서는 과학에 기반한 교육의 특징적 요소와 응용행동분석의 특징을 특수교육과 관련해서 토론해보고자 한다. 이어 특수교육 분야에서 과학적 중재를 개발, 평가, 그리고 필요에 따라 수정을 할 때 단일대상연구설계가 보이는 유용성을 특수교육 분야가 직면하는 특수한 상황과 응용행동분석의 특징적 요소와 관련해서 토론하겠다. 마지막으로 미래의 특수교육 종사자 및 전문인을 배양하는 교육프로그램의 필수요소들 중 하나를 제시하고 응용행동분석 관련 석사과정 학생들이 특수교육 현장에서 실행한 연구 활동을 간략하게 보고하고자 한다.

Ⅰ. Special Education as Evidence-Based or Scientifically-Based Practices
Ⅱ. Applied Behavior Analysis and Single-Subject Research
Ⅲ. Special Education and Single-Subject Research
Ⅳ. Preparation Programs of Special Educators and Single-Subject Research
Ⅴ. Brief Reports of Single-Subject Research
Ⅵ. Conclusion

키워드

applied behavior analysis evidence-based practice scientifically-based practice SSR special education

참고문헌 (22건)

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