A Meta-Analysis of Problem Behaviors for Students with Developmental Disabilities

The main purpose of this study was to analysis trends in single-target studies that mediate problem behavior for students with developmental disabilities and to focus on whether to perform functional behavioral assessments. In this study, 74 single-target research papers published in the Korean Special Education Journal from 2008 to 2018 were selected as analytical papers. As a result of the analysis, the journal of problem behavioral interventions in students with developmental disabilities continued to increase. The study subjects showed the highest number of elementary school students, regardless of whether a functional behavioral assessment was conducted. The research environment was most often performed in special schools in the case of papers conducting functional behavioral assessments, and papers that did not perform functional behavioral assessments were performed the most in treatment agency. Research design was the most common use of the multiple baseline design that performed functional behavioral evaluations, as well as those that performed functional behavioral evaluations. Indirect assessment mainly conducted in the papers that performed functional behavioral evaluation was a literature review, MAS. Direct assessment was the most used ABC record. Independent variability in the papers conducting functional behavioral evaluations was mainly an intervention package, and studies that did not conduct functional behavioral evaluations were analyzed as being used by a variety of independent varians. Dependents were most often disturbed behavior in papers conducting functional behavioral assessments, and the non-functional behavioral assessment showed the highest proportion of homomorphic behavior. Based on the results of these analyses, we discussed and suggested the future direction of research.