The purpose of this study is to examine the effect on social competence, on-task behavior, perception of school climate of universal intervention of elementary school in integrated classroom of universal intervention conducted through class-wide Posit... The purpose of this study is to examine the effect on social competence, on-task behavior, perception of school climate of universal intervention of elementary school in integrated classroom of universal intervention conducted through class-wide Positive Behavior Support. In this study, the students of 3 third grade classes in G elementary school located in Seoul participated. Seoul G elementary school third grade is composed of three classes, and each class consists of 16-18 students including 1 special education student. Interventions of class-wide Positive Behavior Support are building class-wide Positive Behavior Support systems, evaluating functions, applying preventive strategies, teaching expectation behavior and teaching social skills, providing reinforcement with regard to Subsequent results Intervention, performing re-teaching process, establishing crisis management plan, etc. In order to see the difference of social competence and perception of school climate before and after providing Intervention, dependent variables t-test was conducted. In addition, to see the change on-task behavior, we examined the trends after calculating the ratio of the students showing on -task behavior of total classroom students by shooting on-task behavior every month. The results of this study are as follows. First, the total score of social competence of class students in inclusive classroom and special education students who received universal support provided by class-wide Positive Behavior Support was significantly higher than before Intervention. Therefore, universal support provided by class-wide Positive Behavior Support had a positive effect on improving social competence of elementary school students. Second, on-task behavior of elementary school students who received universal support provided by class-wide Positive Behavior Support was difficult to find a consistent tendency compared before and after intervention. on-task behavior is difficult to clearly judge the effect of universal support provided by class-wide Positive Behavior Support due to the factors such as characteristic of course, arrangement of classroom, the effects of previous activities, etc. but the average of July was higher compared the average of March and July. Third, the school climate recognized by elementary school students who received universal support provided by class-wide Positive Behavior Support was significantly higher compared with the previous interventions. These results suggest that universal support provided by class-wide Positive Behavior Support can have a positive effect on recognition for social competence, on-task behavior, perception of school climate of elementary school students in inclusive classroom. Based on the results of this study, general elementary schools should make more actively the performance of class-wide Positive Behavior Support. The universal support considering the culture of the school and grade will be an effect on more positive school climate formation, problem behavior prevention, social competence increase, on-task behavior increase, efficacy expansion of teachers. ，韩语论文，韩语毕业论文 |
