본 연구에서는 자연적인 통합환경에서 발생하는 한 정신지체 유아의 문제행동에 대한 기능평가를 하여 문제행동에 영향을 주는 변인들을 알아내고 이에 따라 개발된 중재절차가 유아와 교사의 행동에 미치는 효과를 알아보았다. 연구결과, 기능평가 중심의 중재는 유아의 문제행동 감소와 바람직한 행동의 증가를 가져왔고 교사의 긍정적 상호작용 행동의 증가를 가져옴은 물론 부정적 상호작용 행동을 감소시키게 된 것으로 나타났다. 또한 중재절차가 적용되지 않았던 요양원 상황에서 유아의 문제행동이 감소되는, 일반화의 효과를 보여주고 있다. 본 연구에서는 통합환경에 있는 정신지체 유아들의 문제행동 감소는 유아들에게 선호활동 및 활동에 대한 선택성을 허용하고 유아들의 바람직한 행동에 대한 강화가 동시에 이루어질 수 있을 때 가능할 수 있음을 보여주고 있다.

The purpose of this study was to develop and implement functional assessment- based intervention procedures to reduce severe problem behaviors of a young child with mental retardation in an integrated preschool classroom. First, interview and observational approaches of functional assessment were employed to develop hypotheses on problem behaviors of the child with their early childhood education classroom teacher and a staff member in their residential institution for people with severe disabilities. Second, experimental functional analysis approach was employed to test the hypotheses. Data were collected during ongoing natural classroom activities. Following the data collection, we established the hypotheses and variables. Intervention procedures were developed based on the assessment results and implemented by the classroom teacher. The result of the study were as follows: First, the functions of problem behaviors of the child were found to be preference and choices of activities with the form of activity. Second, the intervention procedures based on the functional assessment results reduced problem behaviors and increased appropriate behaviors of the child. Third, the results of probe sessions demonstrated generalization effects. The problem behaviors of the child were also found to be reduced in the residential institute in which the intervention procedures were not implemented. Fourth, the intervention procedures were found to be effective to increase