ABSTRACT

This study aims to establish the structural relationships among the conditions, strategies, challenges, and needs involved in behavioral intervention by special education teachers for students with developmental disabilities, based on an in-depth understanding of teachers’ implementation experiences through Grounded theory. To achieve this objective, individual in-depth interviews were conducted with six special education teachers working at special schools in the Incheon area, each with 5 to 10 years of teaching experience. As a result of open coding, axial coding, and selective coding, a total of 373 concepts, 15 subcategories, and 7 major categories were derived. The core category was identified as “Establishing a Professional Support System for Students and Teachers.” The experiences of participating teachers were classified into two types: “Family-Linked Active Paradigm” and “Family-Linked Active Paradigm.” The internal distress of teachers were found to be exacerbated by “Field Distress” and “Lack of Qualified Personal Resources and Cooperation,” while multidisciplinary support strategies at the personal, school, institutional, and policy levels were proposed to alleviate these difficulties and ensure sustainable implementation of interventions. This study is significant in that it theorizes the structural implementation factors of PBS based on the experiences of special education teachers, highlights the limitations of sustaining behavioral interventions in practice despite the expansion of institutional frameworks, and emphasizes the need to establish a multi-level support system at the individual, school, and policy levels.

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