2023 Volume 61 Issue 2 Pages 77-90
本研究では、行動面での困難を示す児童の保護者と担任教師を対象に、三項随伴性にもとづく行動記録を通した支援方法発見プログラムを実施した。プログラムでは、児童の実態に合う標的行動を決定し、家庭と学校での児童の行動を正確に記述することを促し、記録をもとに支援方法を検討するペアワークを行った。その結果、行動記録の正確さが向上し、保護者と教師が自身の適切な支援方法を確認したり、互いの支援方法を取り入れたりした。家庭と学校における標的行動の改善、保護者と教師の関係尺度に肯定的な変化がみられ、プログ ラムの一定の効果が示された。一方で、一部の参加者においては、行動記録の正確さが低下し、児童の行動改善への効果が小さく、保護者と教師の関係性にも変化がみられなかった。結果にもとづき、本プログラムが保護者と教師の児童への関わりおよび児童の行動変容に与える効果と、保護者と教師の肯定的な関係を促進する要因について考察した。
One aim of the present study was to examine effects of a program in which parents and teachers supported each other through using antecedent-behavior-consequence (A-B-C) recording for behavior problems of their children. In addition, the present study examined how parent-teacher relationships changed after participating as pairs in the program. Each of the 5 participating parent-teacher pairs selected a target behavior that matched the child’s actual situation and made records on an A-B-C chart. To make A-B-C recording specific and develop a support plan, parent-teacher pairs asked each other questions. The researchers provided positive feedback for asking questions and for making the descriptions accurate. The results showed that the accuracy of A-B-C recording improved for many participants. Parents and teachers collaborated to identify, incorporate, and implement appropriate support. In addition, the children’s target behaviors improved, and the parents’ and teachers’ scores on the Parent-Teacher Relationship Scale-II increased. It is presumed that the accuracy of A-B-C recording promoted monitoring of the antecedents and consequences of the children’s behavior. These results suggest that parent-teacher collaboration to address children’s behavioral challenges across home and school may have positive effects on parent-teacher relationships. On the other hand, some participants did not show these results. In cases in which the children had severe behavior problems, it appeared to be difficult to apply this program. Future research should examine hierarchical interventions that promote parent-teacher collaboration in the context of the actual conditions and needs of parents, teachers, and children.
