KR20210083913A - Method and apparatus for recording behavior and response of child - Google Patents

Abstract

Provided are a method and a device, which record a child's response to behavior and learning over a period of time, and can record a result for a program designed in advance. The method of the present invention includes the steps of: a program selection step of selecting a program to be executed; a program update step of updating a progress of the selected program; a behavior tracking step, which records a behavior of a child; and a problem behavior recording step of recording a problem behavior of the child, a response and the result. According to the present invention, it is possible to leave a simple, detailed and systematic record of children's behavior and responses to supervised learning by using portable information devices such as tablet PCs and smartphones in the field where children play or learn.

Description

Method and apparatus for recording behavior and response of child

The present invention relates to a method and apparatus for recording the behavior and learning response of a child, and more particularly, to a child, particularly a child with autism spectrum disorder, for recording the response to the behavior and learning over a period of time, and It relates to a method and apparatus capable of recording results for a program.

Autism spectrum disorder is a category of neurodevelopmental disorders characterized by a limited and repetitive range of behavioral patterns, interests, and activities, while showing persistent impairments in interactive social communication and social interactions from early childhood. Autism spectrum disorders can be subdivided according to whether the disorder is accompanied by impairment of intelligence, medical or genetic conditions or environmental factors, other neurodevelopmental or psycho-behavioral disorders associated with the disorder, and movement disorders.

Autism spectrum disorder considers autism-related disorders to be different in clinical manifestations according to the severity of the autistic state or the degree of intellectual and psychosocial development on the same continuum rather than as separate and independent disorders. In particular, the severity is divided into three levels according to social communication and restrictive and repetitive behaviors: Level 3 “needs a lot of help and support”, Level 2 “needs a lot of help and support”, and Level 1 “needs a lot of help and support” We need support.” Autism spectrum disorders are also subdivided according to whether they are accompanied by impairment of intelligence, medical or genetic conditions or environmental factors, and whether there are other neurodevelopmental or mental behavioral disorders or movement disorders associated with the disorder.

There are various interventions for autism spectrum disorder, including drug treatment, behavior modification techniques, educational interventions, psychotherapy, and diet, but systematic verification of the effectiveness of these interventions has not been made. However, educational programs to acquire basic social communication and interpersonal skills, behavior modification techniques are useful to reduce inappropriate behavior problems and increase adaptive behavior. In particular, such a program should be done at a very specific and behavioral level, and is known to be effective when the main caregiver participates as a helper and maintains it for a long time.

Autism spectrum diagnosis and treatment are disclosed in Patent Registration No. 1784429, Patent Registration No. 1684424, and Patent Publication No. 10-2018-0128733.

In the diagnosis and treatment of the autism spectrum, it is important to monitor, record, and evaluate children's behaviors and responses in detail. There is a problem that the text is difficult to read.

In addition, even in the case of children without autism spectrum disorder, there is a demand for systematically performing behavioral therapy for children and keeping detailed and accurate records.

The present invention has been made in view of this point, and it is an object of the present invention to provide a method and apparatus for recording children's behavior and learning responses, which can easily, systematically and detailed recording of children's behaviors and responses and program progress in the field. do.

According to a preferred embodiment of the present invention, there is provided a method for recording a child's behavior and reaction, comprising: a program selection step of selecting a program to be executed; a program update step of updating the progress status of the selected program; Behavior tracking step of recording the behavior of the child; and a problem behavior recording step of recording the problem behavior of the child and the response and result thereof.

The step of updating the program may include a step of inputting the progress of caring for inputting the progress of caring. As used herein, 'caring' means that a therapist and a child do a task or program. In the caring progress input step, a means is provided for inputting the caring item performed, the performance result, the level urged to perform the care item, and the child's reaction level, so that the therapist can enter the care process simply and systematically. can

The behavior tracking step includes providing a means for inputting the type and number or duration of the behavior performed by the child. In one embodiment, each action may be specified as one of a plurality of types including at least a frequency type, a rate type, and an interval type. For a behavior that is a frequency type, a means may be provided for entering the number of times the child has performed the behavior. For the action of the interval type, a means for recording whether the action is performed at regular time intervals may be provided. For an action that is a ratio type, a means may be provided for entering the number of times each option is performed for two options.

The problem behavior recording step provides a means to record the problem behavior and input the problem behavior, and provides a means for responding to the problem behavior and inputting the result, and records the response to the problem behavior and the result. It may include a step of receiving input. The means for recording the problem behavior may include a means for recording the number of each problem behavior or the attributes of each problem behavior. The means for inputting responses to the problem behavior and its results include a means for recording the response the therapist took to the child when there is a problem behavior, and a means for recording the response the child has to the therapist's response to the problem behavior. It may include a means to record the child's resulting behavior and a means to record the child's resultant behavior. In one embodiment, the step of recording the problem behavior includes the step of displaying the inputted therapist's response, the child's response, and the child's resultant behavior by abbreviations in the order in which they are input.

In one embodiment, a means is provided for defining the outcome of the problem behavior, the behavior to be tracked, and the program to be executed for each child, so that the therapist can optionally add or modify the problem behavior, the outcome, the program, and the like.

A child's behavior and reaction recording apparatus according to a preferred embodiment of the present invention comprises: a program selection means for selecting a program to be executed; a program update means for updating the progress of the selected program; possible behavioral tracking means; and a problem behavior recording means capable of recording the problem behaviors performed by the child, the responses and the results thereof.

The program update means may include means for inputting a care item performed, a performance result, a level urged to perform the care item, and a reaction level of the child. In an embodiment, the behavior that can be input to the behavior tracking means may be designated as one of a plurality of types including at least a frequency type, a rate type, and an interval type. In this case, the behavior tracking means is a means for inputting the number of times the child performs the action for the behavior of the frequency type, and means for inputting the number of times each option is performed for the two options for the behavior of the ratio type and means for recording whether the action is performed at regular time intervals with respect to the action of the interval type. The problem behavior recording means may include a means for recording the problem behavior, a response to the problem behavior, and a means for inputting the child's reaction and resultant behavior of the child.

The child's behavior and response recording apparatus according to an embodiment of the present invention may further include means for displaying the input therapist's response, the child's response, and the child's resultant behavior by abbreviations in the order in which they are input.

According to the present invention, it is possible to leave a simple, systematic and detailed record of children's behavior and responses to supervised learning using portable information devices such as tablet PCs and smartphones at the site where children play or learn, Diagnosis and treatment related to behavior can be made more accurately.

1 is a functional block diagram showing the configuration of a child's behavior and reaction recording apparatus according to a preferred embodiment of the present invention.
2 is a flowchart showing an operation flow according to a method for recording a child's behavior and reaction according to a preferred embodiment of the present invention.
3 is an example of a screen that appears when a therapist selects one of the list of children in charge.
4 is an example of a screen that appears when the treatment setting button is pressed on the screen of FIG. 3 .
5 is an example of a screen that appears when a setting button of a place to be set is pressed on the screen of FIG. 4 .
6 is an example of a screen for defining the results according to the problem behavior.
7 is an example of a screen for defining an action to be tracked.
Fig. 8 is an example of a screen for setting a program.
9 is an example of a screen that appears when the setting button of the screen of FIG. 8 is pressed.
10 is an example of a screen for program selection.
Fig. 11 is a screen example of an update page of a program.
12 is an example of a screen for inputting the progress of care.
13 is an example of a screen for tracking and recording the behavior of a child.
14 is an example of a screen for inputting a problem behavior.
15 is an example of a screen for inputting a response to a problem behavior and a result thereof.
16 is an example of a screen for examining the result of problem behavior.

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the drawings.

1 is a functional block diagram showing the configuration of a child's behavior and reaction recording apparatus according to a preferred embodiment of the present invention. In one embodiment, the child's behavior and reaction recording device of the present invention has a form in which a dedicated app is installed on a tablet PC or smartphone. Depending on the embodiment, it is also possible to configure as a dedicated device for recording the behavior and reaction of the child. Although not shown in FIG. 1, the device of the present invention includes a touch screen for displaying and inputting information, and a camera for taking pictures and moving pictures.

The apparatus for measuring the intensity of abnormal behavior of a child according to a preferred embodiment of the present invention includes a treatment setting unit 10, a result behavior input unit 21, a behavior tracking unit 22, a checklist input unit 23, and an input result inquiry unit 30 ) is provided. These components may be configured in the form of a software module constituting a dedicated app installed on a tablet PC or smartphone.

The treatment setting unit 10 provides a tool for inputting various information for behavioral treatment of children and defining and setting problem behaviors, behaviors to be tracked, behavioral therapy programs, and the like.

The problem behavior input unit 21 provides a means for systematically inputting information on behaviors classified as problem behaviors among the behaviors of the child under observation for a certain period of time.

The behavior tracking input unit 22 provides a means for systematically inputting information about the behavior to be tracked among the behaviors of the child under observation for a certain period of time.

The checklist input unit 23 provides a means for systematically inputting the progress of the behavior therapy program for the child under observation.

The information input in this way can be inquired by the input result inquiry unit 30 . The information may be provided in the form of text, photos, videos, graphs, and the like.

Next, with reference to FIGS. 2 to 16, a procedure for tracking and recording a child's behavior and reaction according to a preferred embodiment of the present invention will be described in detail.

First, the personal information of the treatment target student (hereinafter referred to as 'child') is input (step S100). The personal information may include a name, contact information, body information such as weight, a photograph, information about a child's guardian, and the like. In addition, the medical record of the child, the contents of the questionnaire about the child, information related to diagnosis and treatment to date may be further included. In addition, personal information and access information (ID, password, etc.) about the therapist who will use the device may be included. Since the method of inputting personal information is general, a detailed description thereof will be omitted.

When the therapist logs into the device, a list of children in charge of the therapist appears, and the therapist can select one of them. At this time, a screen as shown in FIG. 3 may appear. If there is a registered name and photo for the child, the name and photo of the child appear in the name column 31 and the photo column 32 on the screen of FIG. 3 . On the screen of FIG. 3 , the therapist may modify the existing personal information by pressing the information setting button 33 .

After registering the child's personal information, the result of the problem behavior, the behavior to be tracked, and the program are defined for each registered child (step S200). For example, the treatment setting button 34 is pressed on the screen of FIG. 3 , and the setting button 43 of a place to be set is pressed on the screen of FIG. 4 . Then, the screen of FIG. 5 appears, and on this screen, the problem behavior button 51 is pressed to define the resulting behaviors according to the problem behavior in the corresponding place of the child, and the behavior tracking button 52 is pressed to the corresponding place of the child Define the behavior to be tracked in , and click the checklist button 53 to set the treatment or learning program you want to proceed with this child. Meanwhile, an icon indicating a selected place may be displayed on the screen of FIG. 5 and on the screen in the subsequent procedure. On the other hand, depending on the embodiment, it may be configured to collectively define the problem behavior result, the behavior to be tracked, and the program regardless of the location. In this case, the screen of FIG. 4 is omitted.

Meanwhile, on the screen of FIG. 4 , the therapist may add a new location or modify an existing location. For example, by pressing the place name button 41 of the registered place, the name of the corresponding place can be corrected, or the icon representing the corresponding place can be changed by pressing the icon button 42 . In addition, by pressing the unregistered location name input button 44, a location name of a new location can be input, and by pressing the unregistered icon button 45, an icon representing the corresponding location can be designated.

6 is an example of a screen for defining result actions according to the problem behavior, which appears when the problem behavior button 51 is pressed on the screen of FIG. 5 . The therapist can define the resulting behaviors according to the problem behavior (protest) for each child on this screen.

Result actions defined on the screen of FIG. 6 are displayed with a solid line (60). Each column of the defined result actions may include a result action name (61), an abbreviation (62), and a description (63). At the bottom of the defined result action columns, an additional column 67 indicated by a dotted line is displayed. The therapist can touch the field to be defined (double-click in the case of a PC program) and enter the contents. After inputting, if you press the Enter button or touch another place, the entered character remains. In the case of the abbreviation 62, when the therapist inputs one or two letters to be used as an abbreviation, the entered letters are displayed in a circle. After entering one field, an additional field, indicated by a dotted line, appears at the bottom in which you can record a new resulting action. If the save button is pressed after defining the resulting action, the contents of this page are saved and the screen of FIG. 5 is returned.

On the other hand, according to an embodiment, it may be configured to activate by touching some of the input result actions, and to deactivate by touching the activated result actions again. In the subsequent result action input page (FIG. 15), only the activated result action button can be configured to be displayed.

7 is an example of a screen for defining an action to be tracked, and appears when the action tracking button 52 is pressed on the screen of FIG. 5 . The therapist can define the actions to be tracked on this screen.

Actions defined on the screen of FIG. 7 are displayed as solid lines ( 70 ). Each defined action field may include an action name 71 , action type buttons 72 , 73 , 74 , and a checklist button 75 . At the bottom of the defined actions is an additional column 76 indicated by a dashed line. The therapist can touch the field to be defined (double-click in the case of a PC program) and enter the contents. After inputting, if you press the Enter button or touch another place, the entered character remains.

Classification of behavior can have frequency, rate, or interval. The therapist may select one of a frequency button 72 , a rate button 73 , and an interval button 74 . The selected classification is displayed differently from other classifications. For example, it can be displayed in a different color, bold, or displayed in a figure. The meaning of frequency, ratio, and interval type will be described later. Pressing the checklist button 75 can be configured to make the corresponding action accessible from the checklist page.

After entering one field, an additional field, indicated by a dotted line, appears at the bottom in which you can record a new resulting action. If the save button is pressed after defining the behavior to be tracked, the contents of this page are saved and the screen of FIG. 5 is returned.

8 is an example of a screen for setting a treatment program, which appears when the checklist button 53 is pressed on the screen of FIG. 5 .

Each program box may include a program name 81 , an achievement rate 82 , and a setting button 83 . At first, one column appears empty and the achievement rate is displayed as 0%. According to the embodiment, predefined programs appear and it is also possible to select or modify a program desired by the therapist from among them, and to configure it to be used. The therapist can touch the field to be edited (double-click in the case of a PC program) and enter the contents. After inputting, if you press the Enter button or touch another place, the entered character remains. If you click the Add button, new program input fields are created one by one. If there are too many input programs to fit on one screen, a scroll bar appears. This is also the case in FIGS. 6 and 7 . The achievement rate 82 automatically changes as the program progresses. Depending on the embodiment, the displayed text color, background color, font, text thickness, etc. may be displayed differently according to the achievement rate value. For example, an achievement rate of less than 80% may be configured to be displayed in red letters. When the setting button 83 is pressed, it moves to a screen where detailed contents of each program can be set.

9 is an example of a screen that appears when the setting button of the screen of FIG. 8 is pressed. 9, the program name to be set is displayed, and an outline column 91, a recording paper setting column 92, and an ongoing item column 93 are displayed below it.

In the outline column 91, information such as the program progress status, acquisition field, detailed type, start date, mastered date, mastered number, and placement location of the corresponding program is displayed and can be set using this information. Each time the button next to the program is pressed, the status changes such as 'apply', 'maintain', and 'not applied'. If you click the button next to the field of acquisition, a drop-down window will appear showing the types of acquisition fields such as 'Patience', 'Social Skills', 'Functional Skills', 'Play', and 'Imitation', and you can select one. On the detailed type button, the detailed content is displayed as a drop-down according to the specified content of the field of study, and one can be selected from among them. Placement can specify whether to place the program at the top or bottom of the checklist.

In the recording paper setting column 92, there is a list of selectable recording paper types, and one of them can be selected.

In the ongoing item column 93, information on the ongoing item is displayed in conjunction with the contents input by the therapist on the screens of FIGS. 10 to 12 .

In this way, after defining and setting the outcome of the problem behavior in a specific place, the behavior to be tracked, and the program for the child, observe the child's behavior while proceeding with the learning program, and program progress information, the child's behavior, the problem behavior and input the result (step S300). A procedure for inputting information will be described with reference to the examples of FIGS. 10 to 16 .

When the record input and inquiry button 35 is pressed on the screen of FIG. 3 , the screen of FIG. 10 appears. 10 is an example of a screen for selecting a program to be executed.

At the top of the screen, the problem behavior button 100 that can go to the screen where the result of the problem behavior can be entered, the behavior tracking button 200 that can go to the screen where the child's behavior can be entered, and the program progress status A checklist button 300 that can go to a screen that can be checked is displayed.

Below these buttons, a list of programs set in FIG. 8 is displayed. When one program is selected from among the displayed programs, it moves to the update page of the corresponding program as illustrated in FIG. 11 . Each program may be expressed in a different form depending on whether or not it is executed. For example, programs executed in this session can be displayed with a dotted border, programs not executed in the previous session can be displayed with a thick border, and other programs can be displayed with a thin solid border.

At the bottom of the screen are timers that the therapist can use to enter time. These timers are always displayed on the input screens of FIGS. 10 to 16 , so that the therapist can measure the time at which the child's behavior started, the duration, and the like, at any time.

The leftmost timer 400 is a timer that can be used arbitrarily by the therapist and functions as a conventional stopwatch. That is, when the start button 401 is pressed, a timer is executed and the start button is changed to an end button. When the stop button 402 is pressed while the timer 400 is running, the timer 400 is stopped, and the stop button is changed to a continue button. According to an embodiment, a separate button for copying the time measured by the timer 400 to the selected time input field of the screen may be provided. Alternatively, when the timer is pressed, it is also possible to configure the time recorded in the timer to be copied to the time input field. Meanwhile, when the timer 400 is not used as a stopwatch, it is also possible to display the current time. In this case, when the timer 400 is touched, the current time may be copied to the time input field.

The three timers 501, 502, and 503 on the right are timers capable of measuring lap times. When the start button 504 is pressed, the first timer 501 is executed and the start button 504 is changed to a stop button. When the lap button 505 is pressed while the timer 501 is running, the current time of the first timer 501 is copied to the second timer 502 and the time of the first timer 501 is continuously increased. Whenever the lap button 505 is pressed, the current time of the first timer 501 moves to the second timer 502 and the time of the second timer 502 moves to the third timer 503 . When the stop button 504 is pressed while the timer 501 is in operation, the timer 501 is stopped and the lap button 505 is changed to a reset button. When the reset button is pressed, all timers are changed to 00:00:00 state and the stop button 504 is changed to a start button. In some embodiments, when the timer is pressed, the time recorded in the corresponding timer may be copied to the selected time input field.

A procedure of selecting one program from among the programs displayed in FIG. 10 and updating the progress status of the corresponding program will be described with reference to FIG. 11 . FIG. 11 is an example of a screen when the “non-verbal imitation” program is selected in FIG. 10 . In FIG. 11 , the name of the selected program is displayed in the program name column 111 to indicate that it is a screen for updating the progress of the program selected in FIG. 10 .

A plurality of columns 112 in which recently added contents are displayed are arranged under the line marked program update. Each cell has different borders to indicate whether it is unconfirmed, applied, or unapplied content. When it is difficult to display the number of inputted contents on one screen, the scroll bar 113 is displayed, and the screen of the contents box can be slid left and right using this.

The content input in each column may be text about the progress of the program, or it may be a picture or video showing the progress of the program. When you want to input new content, one of the input tool selection buttons 114 provided below the content display box 112 is pressed. For example, if you press the text button, a screen for entering text appears, and the therapist can enter text about the progress of the program currently in progress. If you press the photo or video button, a screen where you can take a photo or video appears, and you can leave a video on the progress of the program currently in progress as it is a photo. When the operation according to the selected button is completed and the OK button is pressed, new updated contents are newly created on the leftmost side of the contents display box 112, and the previous record is pushed one by one to the right.

When the OK button is pressed in FIG. 11 , the recent progress of sitting of the corresponding program is displayed. As used herein, 'caring' means that a therapist and a child do a task or program. The Care Recent page can display the date of care, items performed and results, and more. In addition, a button for moving to a page for inputting the current caregiver may be provided. Fig. 12 is an example of a screen for inputting a new caregiver progress. According to an embodiment, a button for directly moving from the screen of FIG. 10 to FIG. 12 may be provided.

In FIG. 12 , the name of the selected program is displayed in the program name column 121 to indicate that the screen is for inputting the progress of care for the program selected in FIG. 10 . Under the program column 121, the performed care item columns are displayed. The bottom column is blank, where the therapist can add new care results.

The performed item name is displayed in the care item column 122 . If you press an empty item name, you can enter a new item name, and if you press an already-listed item name, you can edit the item name. Next to the item name, means 123 for inputting and displaying an execution result for the displayed item are displayed. For example, if the means 123 is pressed once, it is possible to select a performance result such as success, if it is pressed twice, it is failed, if it is pressed three times, it is half success. Execution results can be expressed in different colors or figures.

In the prompt level column 124, the level requested to perform the corresponding item is displayed. When the prompt level field 124 is touched, preset prompt level items (eg, whole body, partial body, whole language, whole language and emphasis, demonstration, etc.) are displayed and one can be selected from among them. The selected prompt level item is displayed in the prompt level column 124 .

The reaction level column 125 displays the child's reaction level. If you touch the response level column 125, preset response level items (eg, out of sequence, slow, perfect, almost similar, roughly similar, no response, rejection, resistance, etc.) are displayed and you can select one of them. . The selected response level item is displayed in the response level column 125 .

A procedure for tracking and recording a child's behavior by pressing the behavior tracking button 200 at the top of the screen will be described with reference to FIG. 13 . On the screen of FIG. 13 , actions performed by a child while learning or playing according to a program may be recorded.

The actions set in FIG. 7 are displayed on the screen of FIG. 13 . Alternatively, a new action may be added by touching the add button on the screen of FIG. 13 . As described above with reference to FIG. 7 , the tracking behavior may be designated as one of three types: frequency, rate, and interval. In FIG. 13 , “picking a finger” is a frequency type, “requesting” is a ratio type, and “waving a hand” is an interval type, and the displayed form is different according to each type. For example, for a behavior of the frequency type, a means is provided for entering the number of times the child performs the behavior, and for a behavior of the rate type, a means is provided for entering the number of times each option is performed for two options. And, for the interval type action, a means for recording whether the action is performed at regular time intervals may be provided.

In the example of FIG. 13 , a circle is displayed next to a cell for an action of a frequency type, and each time the circle is touched, the number in the circle increases by one. This number indicates how many times the child did this behavior. By double-clicking on this circle, the therapist can directly enter the number.

In the example of FIG. 13 , two circles are displayed next to a cell for an action of a ratio type, and each time the circle is touched, the number in the circle increases by one. You can also double-click the circle and the therapist can enter the number directly. The ratio type is convenient when you want to input by selecting one of two options. For example, it can be used when inputting two types of behavior, such as distinguishing between the right behavior and the wrong behavior, or distinguishing between the severe behavior and the bad behavior.

In the example of FIG. 13 , several circles are displayed next to a column for an action that is an interval type. An empty circle is created at regular intervals, and the color of the circle changes every time you touch the circle. For example, if there was an action within 15 minutes, it would be green, otherwise it would be red. Alternatively, instead of generating an empty circle every 15 minutes, a red circle can be created automatically and a square is touched when there is an action, so that the circle turns green only when touched. If you explain the interval type, you can check at a glance what kind of action was performed and at what interval of time.

The procedure of pressing the problem behavior button 100 at the top of the screen to record the problem behavior of the child and the response and result thereof will be described with reference to FIGS. 14 to 16 .

Below the problem behavior button 100, there is a participant column in which people who participated in the problem behavior can be recorded, and next to it are columns 146 and 147 in which the time and duration of the problem behavior can be entered. Below that, a place column 141 and an immediate situation column 142 are provided, and below that, various predefined problem behaviors are listed.

When the start button 504 is touched, the current time is input to the time field 146 , the timer 501 is driven, and the start button is changed to a stop button. When the stop button 504 is pressed while the timer 501 is running, the timer 501 is stopped and the time recorded in the timer 501 is input to the duration column 147 . You can also edit the time by double-touching the time field 146 or the duration field 147.

A place selected on the screen of FIG. 3 may be automatically input in the place field 141 , or may be manually input or modified by touching. In the immediately preceding situation column 142, the immediately input situation is displayed, and may be manually input or modified by touching.

Problem behaviors can be divided into behaviors that occur alone and behaviors toward oneself, others, and other objects. In the case of a single action such as whining, screaming, running away, sitting down, or yelling, the number of times the action is performed is recorded by touching the action box 143 whenever the action occurs. When the corresponding action is first touched, a circle mark 144 appears next to it, and each time the action field 143 is touched, the number increases. This number is automatically displayed on the result review screen of FIG. 16 . On the other hand, depending on the embodiment, in the case of an action with a separate option such as 'cry', the option is changed and displayed, such as 'with tears' when touched once and 'without tears' when touched twice, in that state It is also possible to configure it to be entered with the currently displayed option by pressing the OK key or pressing the Next key.

In the case of an action toward oneself, another person, or an object, such as hitting, scratching, or throwing, a circle for selecting an action for whom is displayed as an attribute of the action is displayed in the action box 145, and the circle can be touched. Each time the number increases by one. This number is automatically displayed on the result review screen of FIG. 16 . Depending on the embodiment, it is also possible to configure so that text can be input after double touching the action box 145 or after touching an empty space behind the action box 145 .

If you want to perform an action other than the preset action, you can define a new action by pressing the + button under the 'Shout' column.

After entering the problem behavior in this way, the screen of FIG. 15 is moved by pressing the 'Next' button. 15 is an example of a screen for inputting a response to a problem behavior and a result thereof. 15 shows the means for selecting the pre-set corresponding actions for the problem behavior and the resulting actions for the behavior, and the therapist selects the corresponding means whenever the behavior occurs, thereby examining the problem behavior, the response, and the result. Enter in chronological order. In the order column 151 of FIG. 15 , the inputted contents are displayed in chronological order as preset abbreviations.

The change column 152 lists the reactions that the child may have in response to the therapist's response to the problem behavior. In the Passing through column 153, the actions that the therapist implemented through the child when there is a problem behavior are listed. The response column 154 lists the responses the therapist can take to the child when there is a problem behavior. The result actions defined in FIG. 6 are displayed under the response column 154 . In addition, when the child shows a new undefined result behavior, a new result behavior may be added by touching the dotted line column 156 below the result behavior column 155 . The therapist can use them to record the child's response to problem solving, the child's reaction, and the resulting behavior.

Next to each action is an abbreviation of that action in a circle. This abbreviation is displayed in the sequence column 151 of FIG. 15 . Therefore, it is possible to grasp the response according to the problem behavior, the child's reaction, and the child's resultant behavior at a glance.

When the 'review' button is pressed on the screen of FIG. 15, the screen of FIG. 16 is displayed. In FIG. 16 , the action sequences displayed in the order column 151 of FIG. 15 are displayed in the order column 161 as they are. In addition, in the summary column 162 summarizing the problem behavior, the contents such as start time / duration / participant / place / situation immediately before input on the screen of FIG. 14 are automatically displayed, and by touching this column 162 You can also modify it.

In the action column 163, the problem behaviors input on the screen of FIG. 14 are displayed, and in the result column 164, the contents input on the screen of FIG. 15 are displayed. In this way, problem behaviors and their corresponding responses and results are displayed in chronological order and the details are summarized and shown, so that the child can grasp the problem behaviors performed at a specific time in a specific place and their responses and results at a glance.

The information input in this way can be inquired in various forms by pressing the 'record analysis' button 36 on the screen of FIG. 3 (step S400). For example, the learning time for each date, duration of problem behavior for each date, number of problem behaviors for each date, duration for each problem behavior, number of times for each problem behavior, etc. in the form of bar graphs or line graphs can be displayed In addition, the proportion of each problem behavior of the duration of each problem behavior during a specific period, the proportion of each problem behavior in the number of each problem behavior during a specific period, and the proportion of each response of change in response during a specific period are presented in a pie graph form. can be displayed

As mentioned above, although the present invention has been described by citing several examples, the present invention is not necessarily limited to these embodiments even though it has been described that all components constituting the embodiment of the present invention are combined or operated in combination. That is, within the scope of the object of the present invention, all the components may operate by selectively combining one or more. In addition, all of the components may be implemented as one independent hardware, but some or all of the components are selectively combined to perform some or all functions of the combined components in one or a plurality of hardware program modules It may be implemented as a computer program having Codes and code segments constituting the computer program can be easily deduced by those skilled in the art of the present invention. Such a computer program is stored in a computer readable storage medium (Computer Readable Media), read and executed by the computer, thereby implementing the embodiment of the present invention.

Terms such as "include", "compose" or "have" described above mean that the corresponding component may be inherent unless otherwise stated, so it does not exclude other components. It should be construed as being able to further include other components.

The above description is merely illustrative of the technical spirit of the present invention, and various modifications and variations will be possible without departing from the essential characteristics of the present invention by those skilled in the art to which the present invention pertains. Therefore, the embodiments disclosed in the present invention are not intended to limit the technical spirit of the present invention, but to explain, and the scope of the technical spirit of the present invention is not limited by these embodiments. The protection scope of the present invention should be construed by the following claims, and all technical ideas within the equivalent range should be construed as being included in the scope of the present invention.

10 treatment setting unit,
21 result action input,
22 Behavior Tracking Department;
23 checklist input;
30 Input result inquiry section.

Claims (13)

a program selection step of selecting a program to be executed;
a program update step of updating the progress status of the selected program;
Behavior tracking step of recording the behavior of the child; and
Problem behavior recording stage to record the problem behavior of the child, the response and the result
A method for recording children's behavior and reactions, comprising: The method according to claim 1, wherein the step of updating the program comprises a step of inputting the progress of care for inputting the progress of care
A method for recording child behavior and responses, wherein the step of inputting care progress includes providing a means for inputting a care item performed, a performance result, a level urged to perform the care item, and a reaction level of the child. .
The method of claim 1, wherein the step of tracking the behavior comprises providing a means for inputting the type and number or duration of the behavior performed by the child.
4. The method of claim 3,
Each action may be specified as one of a plurality of types including at least a frequency type and an interval type,
For behaviors of the frequency type, a means is provided for entering the number of times the child has performed the behavior;
A method for recording a child's behavior and reaction, wherein, for an interval-type behavior, a means is provided for recording whether the behavior was performed at regular time intervals.
5. The method of claim 4, wherein the type of action further includes a rate type,
A method for recording a child's behavior and response, wherein for behaviors of the rate type, a means is provided for entering the number of times each option is performed for both options.
The method of claim 1, wherein the step of recording the problem behavior
providing a means to record the problem behavior and receiving the problem behavior as input;
A step of providing a means for inputting a response to the problem behavior and the result, and receiving the response to the problem behavior and the result
A method of recording a child's behavior and reactions, including:
7. The method of claim 6,
Means for recording problem behavior include means for recording the number of each problem behavior or the attributes of each problem behavior,
The means for inputting responses to the problem behavior and its results include a means for recording the response taken by the therapist to the child when there is a problem behavior, and a means for recording the child's response to the therapist's response to the problem behavior. A method of recording a child's behavior and reactions, including means for recording the child's resulting behavior. The method of claim 7, wherein the step of recording the problem behavior
A method for recording the behavior and response of a child, comprising the step of displaying the inputted therapist's response, the child's response, and the child's resultant behavior by abbreviations in the order in which they are input. 9. The method according to any one of claims 1 to 8,
A method for recording children's behavior and responses, further comprising a setting step to be established by providing a means for defining, for each child, the outcome of the problem behavior, the behavior to be tracked, and the program to be executed. program selection means for selecting a program to be executed;
program update means capable of updating the progress status of the selected program;
Behavior tracking means to record the behavior of the child; and
A child's behavior and reaction recording device comprising a problem behavior recording means capable of recording the problem behavior of the child, the response and the result thereof. 11. The behavior and behavior of the child according to claim 10, wherein said means for updating the program comprises means for inputting a care item performed, a performance result, a level urged to perform the care item, and a reaction level of the child. reaction recorder. 11. The method of claim 10,
The behavior that can be input to the behavior tracking means may be designated as one of a plurality of types including at least a frequency type, a rate type, and an interval type,
The behavior tracking means includes: means for inputting the number of times the child performs the action for the behavior of the frequency type; means for inputting the number of times each option is performed for the two options for the behavior of the ratio type; A device for recording behavior and reaction of a child, comprising means for recording whether the behavior is performed at regular time intervals for the behavior of the interval type. 11. The method of claim 10,
The problem behavior recording means includes a means for recording the problem behavior, a response to the problem behavior, and a means for inputting the child's reaction and resultant behavior of the child,
The apparatus further comprises means for displaying the inputted therapist's response, the child's response, and the child's resultant behavior by abbreviations in the order in which they are input.

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