두 가지 다요소 중재가 자폐스펙트럼 장애 고등학생의 음성상동행동과 과제 수행에 미치는 영향
Effect of two multi-component interventions on vocal stereotypy and task performance of a high school student with autism spectrum disorder
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본 연구는 발달장애 아동들이 많이 보이는 음성상동행동 중 특히 학습 상황에서 보이는 음성상동행동에 대한 중재에 있어 다른 요소로 구성된 두 가지 다요소 중재가 음성상동행동을 감소시키는 효과에 있어 차이가 나는지 그리고 상황 맥락상 진행되는 학습 과제 활동의 수행 증가에 효과가 있는지 평가하고자 하였다. 연구대상자는 음성상동행동을 보이는 자폐스펙트럼 장애 진단을 받은 17세 고등학생으로 병원 기반 행동치료실에서 학습 과제 시간 동안 다른 요소로 구성된 두 가지 다요소 중재가 교대중재설계(alternating treatment design)를 사용하여 시행되었다. 연구 결과에 따르면, 학습 상황에서의 음성상동행동의 감소에 있어 두 가지 다요소 중재 모두 효과적이었으며, 효과 면에서 두 중재 간 큰 차이는 없는 것으로 나타났다. 또한 이 다요소 중재는 음성상동행동 감소뿐만 아니라 진행되고 있던 과제 수행의 증가에서도 효과적인 것으로 나타났다. 이러한 결과를 바탕으로 임상 현장에 적용해 볼 수 있는 실제적 중재 방안을 논의하였다.
Abstract
This study evaluated the effect of two multi-component interventions in reducing vocal stereotypy and increasing task engagement especially in learning situations among children with developmental disabilities. The participant was a 17-year-old high school student with autism spectrum disorder. He had very limited communication skills and a high level of vocal stereotypy that interfered with learning. Based on an alternating treatment design, a multi-component intervention with a redirection prompt using sound and a multi-component intervention with a redirection prompt using activity engagement were conducted by behavioral therapists during learning activities in a hospital-based behavioral therapy room. According to the results of the study, both multi-component interventions were effective not only in reducing vocal stereotypy but also in increasing task performance in learning situations. There was no significant difference between the two multi-component interventions in reducing vocal stereotypy. Based on these results, practical applications of the vocal stereotypy intervention methods were discussed.
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