이 연구에서는 개별차원의 긍정적 행동지원(Individualized Positive Behavior Support)이 중증 지적장애 학생의 문제행동(자해행위, 자리이탈, 소리지르기)에 미치는 효과를 알아보고자 하였다. 이를 위해 이실험연구는 정신지체 특수학교에 재학 중인 초등 6학년 지적장애(1급) 학생 한명을 대상으로 PBS팀(전문가 이하 6인)을 구성하여 기능평가를 실시하였다. 연구방법은 기초선, 중재 기간 동안 대상학생의 세 가지 문제행동 감소에 효과적인 것으로 나타났다. 이 연구는 행동지원팀의 협력을 통한 개별차원의 긍정적 행동지원이 초등학교 고학년 중증 지적장애 학생의 문제행동 감소에 효과적임을 밝힌데 의의가 있다.

The purpose of this study was to examine the effects of individualized positive behavior support (PBS) to decrease three problem behaviors of a student with severe intellectual disabilities. The target behaviors determined as problem behaviors were self-injurious, out-of-seat, yelling. The study participant was a 13-year-old boy diagnosed with severe intellectual disabilities attending special school. For establish the appropriate intervention, functional behavioral analysis(FBA) was implemented by PBS leader team. The conditions in the design were implemented baseline - intervention - maintenance as a multiple baseline across behaviors as single-single-subject design. According to the result, the individualized positive behavior support was effective to decrease the frequency of three dependent variables. Moreover, maintenance condition was retaining low occurrences of the overall dependent variables. In conclusion, this study indicated that individualized positive behavior support through the cooperation of the PBS team is effective to decrease the target students` problem behaviors and sustain the low occurrence of the target behaviors generally. Implications of suggestion and discussion for practice for future research were described in the discussion section.