자폐성 장애학생의 제한적 반복행동과 감각반응 특성 및 특수교사의 감각지원 분석

홍점숙 우석대학교 2020 국내박사

The purpose of the study was to analyze the restricted repetitive behaviors and sensory responses of students with autism spectrum disorders, and the sensory environmental support of special education teachers. The subjects were 711 special education teachers who had experiences of teaching students with autism spectrum disorders. The data on the restricted repetitive behaviors and sensory responses of students with autism spectrum disorders, and the sensory environmental support of special education teachers were collected through an electronic questionnaire. Descriptive statistics and two independent samples t-tests and ANOVA were implemented for analyzing the data. The results of the study were as follows. First, the most frequently occurred restricted repetitive behaviors were stereotyped behaviors followed by limited interest, insistence on sameness, resistance to change, sensory behaviors, compulsive behaviors, and self-injurious behaviors. Female students with autism spectrum disorders showed more restricted repetitive behaviors than male students with autism spectrum disorders. Autistic students with intellectual disabilities showed more restricted repetitive behaviors than autistic students without intellectual disabilities. Students with more severe autism spectrum disorders showed more restricted repetitive behaviors than students with less severe autism spectrum disorders. Younger students with autism spectrum disorders showed more restricted repetitive behaviors than older students with autism spectrum disorders. Second, the most frequently occurred sensory responses were auditory responses followed by vestibular responses, proprioceptive responses, visual responses, tactile responses, gustatory senses, and olfactory responses. Female students with autism spectrum disorders showed more sensory responses than male students with autism spectrum disorders. Autistic students with intellectual disabilities showed more sensory responses than autistic students without intellectual disabilities. Students with more severe autism spectrum disorders showed more sensory responses than students with less severe autism spectrum disorders. Younger students with autism spectrum disorders showed more sensory responses than older students with autism spectrum disorders. Third, the most frequently provided sensory environmental supports for students with autism spectrum disorders by special education teachers were visual supports followed by auditory supports, tactile supports, vestibular supports, gustatory supports, proprioceptive supports, and olfactory supports. There was no statistically significant difference of sensory environmental supports provided for students with autism spectrum disorders between female special education teachers and male special education teachers. In the area of proprioceptive supports, special education teachers with teaching experiences of 5 year to less than 10 year provided more sensory environmental supports for students with autism spectrum disorders than special education teachers with teaching experiences of 10 year to less than 15 year. The limitations of the study were as follows. First, there are limitations in generalizing the results of the study because the subjects were selected by convenience sampling, that was volunteer sampling. Second, there are limitations in generalizing the results of the study because data were collected only by teacher evaluation. The suggestion for the future studies are as below. First, comparative studies are needed on the restricted repetitive behaviors and sensory responses of students with autism spectrum disorders evaluated by special education teachers and first care givers using the same instruments. Second, the methods of data collection should include questionnaires, observations, interviews, self-reports, and so on. Third, prevention and intervention programs for reducing the restricted repetitive behaviors and atypical sensory responses of students with autism spectrum disorders should be developed and the effectiveness evaluations of these programs are needed. 본 연구의 목적은 자폐성 장애학생의 제한적 반복행동과 감각반응 특성 및 특수교사의 감각지원을 분석하는 것이었다. 연구대상은 자폐성 장애학생을 지도한 경험이 있는 특수교사 711명이며, 특수교사 밴드와 SNS 등 정보공유를 통하여 711명을 지원자표집하였다. 본 연구의 측정도구는 선행연구를 근거로 제한적 반복행동 체크리스트(박현옥, 김은경, 방명애, 2016), 감각반응 체크리스트(성수국, 2005) 및 감각지원 체크리스트(방명애, 박현옥, 김은경, 이효정, 2018)를 사용하였다. 인터넷을 기반으로 전자 설문지를 통해 자료를 수집하였으며, 기술통계, 두 독립표본 t 검증과 일원분산분석을 적용하여 자료를 분석한 연구결과는 다음과 같다. 첫째, 자폐성 장애학생의 제한적 반복행동은 상동행동, 제한된 관심, 동일성 고집, 변화거부, 감각행동, 강박행동, 자해행동 순으로 많이 나타났다. 자폐성 장애 여학생의 제한적 반복행동이 자폐성 장애 남학생보다 많이 나타났다(제한적 반복행동 전체와 동일성 고집, 변화거부, 감각행동, 강박행동, 자해행동 하위영역). 지적장애를 동반한 자폐성 장애학생의 제한적 반복행동이 지적장애를 동반하지 않은 자폐성 장애학생보다 많이 나타났다(상동행동, 감각행동, 자해행동 하위영역). 중등도, 중도, 최중도 자폐성 장애학생의 제한적 반복행동이 경도 자폐성 장애학생보다 많이 나타났으며(제한적 반복행동 전체와 상동행동, 감각행동, 자해행동 하위영역), 중등도 자폐성 장애학생의 제한적 반복행동이 최중도 자폐성 장애학생보다 많이 나타났다(동일성 고집 하위영역). 유치부 자폐성 장애학생의 제한적 반복행동이 중학교, 고등학교 자폐성 장애학생보다 많이 나타났고, 초등학교 자폐성 장애학생의 제한적 반복행동이 고등학교 자폐성 장애학생보다 많이 나타났다(제한된 관심 하위영역). 둘째, 자폐성 장애학생의 감각반응은 청각, 전정감각, 고유수용감각, 시각, 촉각, 미각, 후각 순으로 많이 나타났다. 자폐성 장애 여학생의 감각반응이 자폐성 장애 남학생보다 많이 나타났다(감각반응 전체와 청각, 전정감각, 고유수용감각, 시각, 촉각, 미각, 후각 하위영역). 지적장애를 동반한 자폐성 장애학생의 감각반응이 지적장애를 동반하지 않은 자폐성 장애학생보다 많이 나타났다(감각반응 전체, 청각, 전정감각, 고유수용감각, 시각, 미각, 후각 하위영역). 중등도, 중도, 최중도 자폐성 장애학생의 감각반응이 경도 자폐성 장애학생보다 나타났으며(감각반응 전체와 청각, 전정감각, 고유수용감각, 시각, 촉각, 미각, 후각 하위영역), 최중도 자폐성 장애학생의 감각반응이 중등도 자폐성 장애학생보다 많이 나타났다(감각반응 전체와 고유수용감각, 미각, 후각 하위영역). 유치부 자폐성 장애학생의 감각반응이 고등학교 자폐성 장애학생의 평균보다 많이 나타났다(미각 하위영역). 셋째, 특수교사의 감각지원은 시각, 청각, 촉각, 전정감각, 미각, 고유수용감각, 후각 순으로 많이 제공하였다. 특수교사의 성별에 따른 자폐성 장애학생을 위한 감각지원의 차이는 없었다. 특수교사의 경력에 따른 감각지원을 살펴보면 5년 이상-10년 미만 특수교사가 10년 이상-15년 미만 특수교사보다 자폐성 장애학생을 위한 감각지원을 더 많이 제공하였다(고유수용감각 하위영역). 이와 같은 연구결과에 따른 결론은 다음과 같다. 자폐성 장애학생은 제한적 반복행동의 하위영역 중 상동행동을 가장 많이 나타냈으며, 감각반응의 하위영역 중 청각반응을 가장 많이 나타냈다. 자폐성 장애 여학생이 자폐성 장애 남학생보다, 지적장애를 동반한 자폐성 장애학생이 지적장애를 동반하지 않은 자폐성 장애학생보다 제한적 반복행동과 감각반응을 더 많이 나타냈으며, 자폐정도가 심하고, 연령이 어릴수록 제한된 반복행동과 감각반응을 더 많이 나타냈다. 특수교사는 감각지원의 하위영역 중 시각지원을 가장 많이 제공하였다. 특수교사의 성별에 따른 자폐성 장애학생을 위한 감각지원의 차이는 없었으며, 5년 이상-10년 미만 경력의 특수교사가 10년 이상-15년 미만 경력의 특수교사보다 자폐성 장애학생을 위한 감각지원을 더 많이 제공하였다. 연구의 제한점은 다음과 같다. 첫째, 본 연구는 안내와 정보 공유를 통해 지원자 표집 하였으므로, 연구대상의 대표성에 있어서 제한점이 있다. 둘째, 자폐성 장애학생의 제한적 반복행동과 감각반응을 직접 관찰한 것이 아니라 특수교사의 평가에 근거한 자료를 사용하여 분석하였다는 제한점이 있다. 후속연구를 위한 제언은 다음과 같다. 첫째, 동일한 자폐성 장애학생을 대상으로 양육자와 특수교사가 동일한 척도를 사용하여 자폐성 장애학생의 제한적 반복행동과 감각반응을 분석하는 연구가 필요하다. 둘째, 데이터 수집 방법에 설문지, 관찰, 인터뷰, 자기보고 등이 포함된 연구가 필요하다. 셋째, 자폐성 장애학생의 제한된 반복행동과 비 전형적인 감각반응을 줄이기 위한 예방 및 중재 프로그램을 개발해야하며, 이러한 프로그램의 유효성 평가가 필요하다.

지적장애 특수학교 학교기업의 실태와 개선방안에 대한 담당 교원의 인식

김숙희 우석대학교 교육대학원 2014 국내석사

Perception of School staffs of Special Schools for Students with Intellectual Disabilities on Actual Conditions and Improvement plans of School-based Enterprises. Written by: Kim, Sook Hee Department of Special Education Graduate School of Woosuk University Directed by: Prof. Bang, Myong-Ye PH.D. <ABSTRACT> The purpose of the study was to examine perception of School staffs of Special Schools for students with Intellectual Disabilities on Actual Conditions and Improvement plans of School-Based Enterprises(SEB) and to provide fundamental data that were effective. The research questions of the study were as follows. First, data concerning actual conditions realizes school staffs of Special Schools for students with Intellectual Disabilities on SEB. Second, data concerning current operating problem and improvement plans realize staffs of Special Schools for students with Intellectual Disabilities on SEB. The study research design conducted questionnaire school staffs of Special Schools for students with Intellectual Disabilities on SEB in the whole country 120 people to target the total population. The results of this study were summarized as follows. Most of teachers responded positive effect operating SEB for vocational education. The purpose of operating SEB were emphasized increasing vocational competence and employment rate. The problem of operating SEB were emphasized excessive work in school staffs of Special Schools for students with Intellectual Disabilities on SEB. The improvement plans of operating SEB were urgently required exclusively responsible manpower. The study suggested that first, the question investigation collecting the post and e-mail method to improve final recovery rate of questionnaire. Second, SEB advertising and marketing needed public advertisement and marketing plans.

스마트 앱을 이용한 수세기 프로그램이 초등 자폐성 장애학생의 수세기 능력과 수업참여행동에 미치는 영향

유현아 우석대학교 교육대학원 2016 국내석사

<Abstract> The purpose of this study was to investigate the effects of a counting program using smart application on counting competence and academic engagement behaviors of elementary school students with audism spectrum disorders. Multiple probe design across behaviors was used. The subjects of this study were 3 male elementary school students with autism spectrum disorders. The intervention program was composed of a baseline phase, a intervention phase, and a maintenance phase. The independent variable, a counting program using smart application, included the strategies such as visual cues, self-monitoring, self-escluation, time delay, and least prompt procedures. The dependent variables were counting competence and academic engagement behaviors. The results of the study were as follows. Fisrt, A counting program using smat application had posive effects on improving the counting competence of elementary school students with autism spectrum disorders. The couning competence of elementary school students with autism spectrum disorders was maintained two weeks after the discontinuation of the intervention. Second, a counting program using smart application had positive effects on improving the academic engagement behaviors of elementary school students with autism spectrum disorders. The academic engagement behaviors of elementary school students with autism spectrum desorders were maintained two weeks after the discontinuation of the intervention. The limitations of this study and suggestions for future studies and implications for special education settings were discussed.

구화와 수화사용 청각장애중등학생의 자아정체감, 자기효능감 및 삶의 질 비교

김윤희 우석대학교 대학원 2016 국내석사

A Comparison of Students with Hearing Disabilities Using Sign Language and Students with Hearing Disabilities Using Oral Language in Self-Identity, Self-efficacy, and Quality of Life Written by Kim, Yun-hui Department of Special Education Graduate School of Woosuk University Directed by Prof. Bang, Myong-Ye, Ph. D. 〈Abstract〉 The purpose of this study was to compare students with hearing disabilities using sign language and students with hearing disabilities using oral language in self-identity, self-efficacy, and quality of life. The research questions were as follows; (1) Is there any difference in self-identity between students with hearing disabilities using sign language and students with hearing disabilities using oral language?; (2) Is there any difference in self-efficacy between students with hearing disabilities using sign language and students with hearing disabilities using oral language?; (3) Is there any difference in quality of life between students with hearing disabilities using sign language and students with hearing disabilities using oral language? One hundred questionnaires were sent to 5 special schools for students with hearing disabilities and 6 special classes located in Seoul, Daegu, Chungbuk, and Jeonbuk. Data collected from 46 students with hearing disabilities using sign language and 36 students with hearing disabilities using oral language were analyzed. The study results were as follows: First, the self identity of students with hearing disabilities using sign language was statistically more positive than that of students with hearing disabilities using oral language. Second, the self-efficacy of students with hearing disabilities using sign language was statistically higher than that of students with hearing disabilities using oral language. Third, there was no statistically significant difference between students with hearing disabilities using sign language and students with hearing disabilities using oral language. Implications for educational settings and suggestions for future studies were discussed. Key words : hearing disabilities, oral language, quality of life, self-efficacy, self-identity, sign language, special classes, special schools

지적장애 특수학교 전공과 학생의 주거․교육․여가 및 취업경험 실태 분석

박선하 우석대학교 대학원 2010 국내석사

Actual State of Residence, Post-secondary Education, Leisure, and Work Experiences of Students with Intellectual Disabilities in the Special Job Training Program of Special Schools Written by Park, Sun-Ha Department of Special Education Graduate School of Woosuk University Directed by Bang, Myong-Ye, Ph. D. The purpose of the study was to investigate the actual state of residence, post-secondary education, leisure, and work experiences of the students with intellectual disabilities in the special job training program of special schools. Five hundred twenty six survey questionnaires were sent to 14 special schools selected by cluster sampling. The return rate was about 50% and 259 survey questionnaires with complete responses were used for data analysis. The results of the study were as follows: First of all, about 87% of the students with intellectual disabilities in the special job training program of special schools lived with their family members. This pattern of residence was quite similar to their residence pattern when they attended high schools. They needed financial support and house management skills for their independent living. They participated in the areas of independent living such as personal hygiene and cleaning the house. Secondly, about 70% of students with intellectual disabilities joined the special job training program of special schools for learning not only job skills, but also independent living skills. In addition to the special job training program of special schools, 29% of the students with intellectual disabilities got education on leisure, independent living, and life skills from other educational institutions such as welfare facilities. Thirdly, most of the students with intellectual disabilities in the special job training program of special schools did not enjoy various recreation and leisure activities. Their leisure activities were mainly watching television and video tapes, and doing computer games. For leisure activities the students with intellectual disabilities in the special job training program of special schools spent time with parents, alone, and with siblings in order. They needed friends to enjoy leisure activities together. Lastly, only 18.7% of the students with intellectual disabilities in the special job training program of special schools had work experiences. Major work experiences were provided through sheltered workshops and supported employment in the field of simple assembly job and bakery. Special school teachers helped them to find a job. When they were employed, they had difficulties because of the lack of communication skills and job skills.

자기표현프로그램이 품행장애 위험 청소년의 자아존중감과 대인관계에 미치는 영향

한숙종 우석대학교 대학원 2016 국내석사

Effects of a Self-expression Program on the Self-esteem and Interpersonal Relationships of Youth at risk for Conduct Disorder. Written by : Han, Suk-Jong Department of Special Education Graduate School of Woosuk University Directed by Prof. Bang, Myong-Ye, Ph. D. <Abstract> The purpose of this study was to investigate the effects of a self-expression program on the self-esteem and interpersonal relationships of youth at risk for conduct disorder. The research questions were as follows: (1) Does a self-expression program have effects on the self-esteem of students at risk for conduct disorder? (2) Does a self-expression program have effects on the interpersonal relationships of students at risk for conduct disorder? Keyword : conduct disorder, DSM-5, interpersonal relationships, self-esteem, self-expression program The subjects of an experimental group were 15 freshmen from a high school in G city and the subjects of a control group were 15 freshmen from a high school in C city. All subjects were selected by getting 58 points or above on the K-YSR. The research design was pretest-posttest control group design. Before and after a 10-week intervertion program the self-esteem and interpersonal relationships of all subjects were measured. The study results were as follows. First, there was no statistically significant differences in the total scores of self-esteem between the experimental group and the control group. But there was a statistically significant differences in the subscale scores of school-related self-esteem between the experimental group and the control group. Second, there was statistically significant differences between the experimental group and the control group in the total scores of interpersonal relationships and in the subscale scores of satisfaction, communication, and trust. Suggestions for future studies and implications for educational settings are discussed.

중재반응모델에 기초한 직접교수가 수학학습장애 위험학생의 덧셈과 뺄셈 연산능력과 학습태도에 미치는 영향

문영숙 우석대학교 교육대학원 2017 국내석사

The Effects of Direct Instruction based on Response to Intervention(RTI) on the Addition and Subtraction Computation Abilities and Mathematical Learning Attitude of Students at Risk for Mathematical Learning Disabilities Written by Mun, Young-Suk Department of Special Education Graduate School of Woosuk University Directed by Prof. Bang, Myong-Ye Ph.D. <Abstract> The purpose of this study was to investigate the effectiveness of direct instruction based on three-tier of RTI on the improving of addition and subtraction computation abilities and mathematical learning attitude of students at risk for mathematical learning disabilities. The research questions of this study were as following: 1) Does direct instruction based on RTI affect the addition computation abilities of students at risk for mathematical learning disabilities?; 2) Does direct instruction based on RTI affect the subtraction computation abilities of students at risk for mathematical learning disabilities?; and 3) Does direct instruction based on RTI affect mathematical learning attitude of students at risk for mathematical learning disabilities? The subjects were 125 second grade students in an elementary school located in Daejeon. Tier 1 intervention was implemented for the entire group and 25 students at risk for mathematical learning disabilities were screened. In tier 2 intervention, 15 students agreed to participate in this study. In tier 3 intervention, 4 students ware screened by the dual-discrepancy criteria. The analysis results of this study were as follows. First, direct instruction based on RTI affects the addition computation abilities of students at risk for mathematical learning disabilities. Second, direct instruction based on RTI affects the addition computation abilities of students at risk for mathematical learning disabilities. Third, direct instruction based on RTI affects mathematical learning attitudes of students at risk for mathematical learning disabilities. Therefore, in order to help students at risk for mathematical learning disabilities effectively, they shall be screened as early as possible by a RTI model and special education services need to be provided for them.

미술과와 연계한 사회정서학습 프로그램이 지적장애학생의 수업참여도와 비장애학생의 정서지능에 미치는 영향

이수래 우석대학교 교육대학원 2017 국내석사

The Effects of a Social and Emotional Learning Program Integrated with Art Education on the class Participation of Students with intellectual Disabilityies and the Emotional Intelligences of nondisabled students Written by: Lee Su-rae Department of Special Education Graduate School of Woosuk University Directed by: Prof. Bang Myong-ye, Ph.D. <Abstract> The purpose of this study was to examine the effects of a social and emotional learning program integrated art education on the class participation of students at intellectual disabilityies and the emotional intelligence of nondisabled students. The research questions were as follows: First, does a social and emotional learning program have effects on the class participation of students with intellectual disabilityies? Second, dose a social and emotional learning program have effects on the emotional intelligences of nondisabled students? The research design was one-group pretest-posttest design. The subjects were three students intellectual disabilityies and 28 nondisabled students. The 28 nondisabled students evaluated the class participation of students with intellectual disabilityies. The emotional intelligences of 28 nondisabled students were measured by a self-report instrument. The dependent samples t-test was implemented for analyzing the data. The study results were as follows. First, there was a statistically significant difference between the pretest and the posttest on the class participation of students with intellectual disabilityies, Second, there was a statistically significant difference between the pretest and the posttest on the emotional intelligence of nondisabled students. In conclusion, a social and emotional learning program integrated with art education has positive effects on the class participation of students with intellectual disabilityies, and the emotional intelligences of nondisabled students. Suggestions for the future studies were as follows. Teaching and evaluating strategies for a social and emotional learning programs should be developed. A social and emotional learning programs should be developed according to the student characteristics such as grade, gender and types of disabilities.

자폐성장애 학생 대상 긍정적 행동지원 국외 연구 분석

조수현 우석대학교 대학원 2018 국내석사

The purpose of this study was to analyze the foreign studies on positive behavior support applied to students with autism spectrum disorder. The research questions were as follows: Frist, what are the general characteristics of Positive Behavior Support applied to students with autism spectrum disorder? Second, what are the independent variables of positive behavior support applied to students with autism spectrum disorder? Third, what are the subordinate variables and research results of positive behavior support applied to students with autism spectrum disorder? The research method was as follows. Based on literature selection criteria, 17 foreign studies were selected. The characteristics of general research were analyzed with reference to previous studies. Independent variables of the positive behavior support studies were analyzed as the level of positive behavior support, the preventive strategies, teaching strategies, consequence strategies, and the quality of life and the lifestyle. Dependent variables and research results were analyzed as students, teachers, parents, and quality of life and lifestyle factors. The study results were as follows. First, the study conducted at home was the most common. Most of the participants were kindergarteners, and experimental research was the most common. Second, the level of positive behavior support was the highest among studies using the first and third levels, and there were also studies including four factors of positive behavior support. Third, as a result of analyzing the results of subordinate variables and research results, there were three factors included but any study included four factors. In conclusion, The study on positive behavioral support for students with autism spectrum disorder need more. The participants of positive behavior support targeted to students with autism spectrum disorder can make positive behavior support ecologically diversity. Early intervention is needed. Suggestions for the future studies were as follows. A recent review of positive behavior support research in Korea is needed. Future research on positive behavior support for vision is needed. Practical implications and directions for future research are discussed.

자폐성 장애학생의 변인에 따른 내면화 문제와 외현화 문제의 특성 분석

장역방 우석대학교 대학원 2018 국내박사

본 연구의 목적은 자폐성 장애학생의 변인에 따른 내면화 문제와 외현화 문제를 알아보는 것이다. 연구대상은 전국 17개 지역 39개 특수학교에 재학 중인 자폐성 장애학생 671명이다. 본 연구의 측정도구는 미국의 불안, 우울과 기분장애척도(Anxiety Depression And Mood Scale: ADAMS)와 미국의 문제행동문항척도(Behavior Problems Inventory-01: BPI-01)를 번역하여 그대로 사용하였다. 자료수집 방법은 연구대상을 가르친 경험이 있는 특수교사에게 설문지를 발송하여 회수하였다. 자료수집 기간은 2017년 4월 1일부터 7월 15일까지였다. 자료처리 방법은 SPSS 24.0을 이용하여 신뢰도, 평균, 표준편차, 일원분산분석, 두 독립표본 t 검증을 사용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 자폐성 장애학생의 학교(급)별에 따른 전체 정서행동 문제의 차이가 있었으며, 자폐성 장애학생의 학교(급)별에 따른 내면화 문제의 차이가 있었다. 사후검증을 실시한 결과 자폐성 장애 초등학생의 내면화 문제가 가장 심각한 것으로 나타났다. 자폐성 장애학생의 학교(급)별에 따른 외현화 문제의 차이가 있었으며, 사후검증을 실시한 결과 자폐성 장애 초등학생의 외현화 문제가 가장 심각한 것으로 나타났다. 둘째, 자폐성 장애학생의 장애등급에 따른 전체 정서행동 문제의 차이가 없었다. 자폐성 장애학생의 장애등급에 따른 내면화 문제의 차이가 없었으며, 자폐성 장애학생의 장애등급에 따른 외현화 문제도 차이가 없었다. 셋째, 자폐성 장애학생의 지능지수에 따른 전체 정서행동 문제의 차이가 있었으며, 지적장애를 수반하고 있는 자폐성 장애학생의 정서행동 문제가 더 심각한 것으로 나타났다. 자폐성 장애학생의 지능지수에 따른 내면화 문제에서 차이가 있었으며, 지적장애를 수반하고 있는 자폐성 장애학생의 문제가 더 심각한 것으로 나타났다. 자폐성 장애학생의 지능지수에 따른 외현화 문제에서 차이가 있었으며, 지적장애를 수반하고 있는 자폐성 장애학생의 문제가 더 심각한 것으로 나타났다. 넷째, 자폐성 장애학생의 성별에 따른 전체 정서행동 문제의 차이가 없었다. 자폐성 장애학생의 성별에 따른 내면화 문제의 차이가 없었으며, 자폐성 장애학생의 성별에 따른 외현화 문제도 차이가 없었다. 본 연구의 제언은 다음과 같다. 첫째, 자폐성 장애학생의 정서행동 문제에 대해 자료를 수집하기 위해 관찰법, 면접법, 사례연구 등 다양한 자료수집 방법을 사용할 필요가 있다. 둘째, 자폐성 장애학생의 연령층을 확대하여 성인까지 심층적으로 분석하는 연구가 필요하다. 셋째, 자폐성 장애학생의 정서행동 문제를 예방하기 위한 프로그램을 개발하기 위해 자폐성 장애학생의 정서행동 문제에 영향을 미칠 수 있는 학교변인과 가정변인 등 환경변인에 대한 연구를 할 필요가 있다. 넷째, 자폐성 장애학생의 어떤 특성이 정서행동 문제에 노출될 위험요인인지 밝히는 연구가 필요하다. 다섯째, 자폐성 장애학생의 정서행동 문제를 예방하고 중재하기 위해 학교와 가족과 지역사회 구성원이 참여하는 학교 차원과 가정 차원, 지역사회 차원의 협력적 접근이 필요하다. The purpose of this study was to analyze of the variables influencing on the internalized problems and externalized problems of students with autism spectrum disorders. There research questions were as follows: (1) Is there a statistically significant difference of emotional and behavioral problems according to grade of students with autism spectrum disorders; (2) Is there a statistically significant difference of emotional and behavioral problems according to the degree of disability of students with autism spectrum disorders; (3) Is there a statistically significant difference of emotional and behavioral problems according to the IQ of students with autism spectrum disorders; (4) Is there a statistically significant difference of emotional and behavioral problems according to the gender of students with autism spectrum disorders. The research design of this study was a quantitative, non-experimental comparative study. The subjects sampled from 39 special schools in 17 provinces across the country were 671 sudnets with autism spectrum disorders. Frequency analysis, two independent samplet-tests, one-way ANOVA, and Schéffe tests were used to analyze the data. The results of the study were as follows: First, there was a statistically significant difference of emotional and behavioral problems according of the grade of students with autism spectrum disorders. The emotional and behavioral problems of elementary school, both internalized problems and externalized problems students with autism spectrum disorders were most serious. Second, there was not a statistically significant difference of emotional and behavioral problems, both internalized problems and externalized problems, according of the degree disability of students with autism spectrum disorders. Third, there was a statistically significant difference of emotional and behavioral problems, both internalized problems and externalized problems according of the IQ of students with autism spectrum disorders. That is, the lower IQ, the more serious emotional and behavioral problems. Fourth, there was not a statistically significant difference of emotional and behavioral problems, both internalized problems and externalized problems, according of the gender of students with autism spectrum disorders. Limitations of the study were as follows: The study results cannot be generalized to the population because the subjects of the study were not selected randomly from the population. In addition to that, the sample size was not large enough to represent the population. Suggestions for the future studies were as follows: Firs of all, various data collection methods such as interviews and direct observation should be used for collecting data. Secondly, the emotional and behavioral problems of all ages including adults with autism spectrum disorder should be studied. Thirdly, the emotional and behavioral problems of other categories of disabilities should be investigated. Finally, effective prevention strategies of emotional and behavioral problems should be developed and implemented for students of with various disabilities, and the effects of the strategies should be evaluated.