Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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A Comparative Analysis of Research Trends in Occurrence, Prevention and Intervention of Challenging Behavior : Young Children with and without Disabilities

문제행동 발생과 예방 및 중재에 관한 연구동향 분석 : 일반유아와 장애유아 비교

  • 유수옥 (우석대학교 사범대학 유아특수교육과) ;
  • 이순자 (전남대학교 특수교육학부)
  • Received : 2012.08.31
  • Accepted : 2012.12.08
  • Published : 2012.12.31
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Abstract

In this study, 150 previous studies of young children's challenging behavior, conducted over the past 10 years, from 2003 to 2012, were selected. These studies were in relation to young children both with and without disabilities, and they were thus used for the purposes of comparative analysis. The major findings are as follows. First, research on challenging behavior not only of young children with disabilities but also of those without disabilities has been an increasing trend from 2008. While most studies of those without disabilities were based on observations by parents or teachers using a variety of tools, studies regarding those with disabilities mainly used single-subject research methods using an operational definition. Second, the bulk of the studies of young children without disabilities were focused on interaction between various children's internal variables and a variety of parent-related variables related to the occurrence of challenging behavior. In comparison, studies of young children with disabilities were focused excessively on direct intervention after the occurrence of problems. Regarding those without disabilities, the interaction between children's temperament, internal variables, and their mothers' parenting behavior, external variables were the main areas of interest for these researchers. There is clearly a growing need for more active research aimed at the prevention of challenging behavior. Challenging behavior in early childhood has an influence not only on each child's present and future academic achievement levels and their quality of life but also on the quality of instruction in classroom available to all children.

Keywords

Acknowledgement

Supported by : 우석대학교

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