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고강도택트교수(Intensive Tact Instruction)가 언어지연과 발달 장애를 보이는 학령전기 아동의 네이밍능력 발달에 미치는 영향

Effects of Intensive Tact Instruction on Development of Speaker and Listener Naming Responses in Preschoolers with Language Delays and Developmental Disabilities

김선혜|강지수|유은혜|김승주|LEEPARK HYESUK|최에스터|강보름|유연희
한국행동분석학회 (Korean Association for Behavior Analysis)|2020.08|행동분석ㆍ지원연구 (Journal of Behavior Analysis and Support)|제7권 제2호|pp. 37-66|DOI 10.22874/kaba.2020.7.2.37

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참고문헌

키워드

NamingRelational Frame TheoryStimulus equivalence청자네이밍화자네이밍언어행동 발달점고강도택트교수자극등가관계틀이론Intensive Tact Instruction

초록

이 연구는 고강도택트교수(Intensive Tact Instruction)가 언어지연을 동반한 발달장애를 보이는 학령전기 아동들의 네이밍능력 발달에 미치는 영향을 점검하였다. 네이밍 능력은 직접적인 교수 이력 없이 우발적으로 청자 반응과 화자 반응을 습득하는 능력이다. 대도시 소재 행동 분석적 조기 중재가 제공되는 사설 기관에서 연구가 진행되었고 3세에서 4세의 남녀 아동 다섯 명이 참가하였다. 고강도택트교수 절차가 실시되기 전에 기초선 청자네이밍, 화자네이밍이 자극 세트1, 세트2, 세트3으로 점검되었다. 대부분의 참여아동이 청자네이밍을 보였으나 향상이 필요하였고, 화자네이밍은 보이지 않거나 낮은 반응률을 보였다. 고강도택트교수 절차를 통해 하루에 추가적으로 80시도(trial)의 택트 교수가 제공되었다. 중재 후 기초선에서 사용되었던 자극인 세트1, 세트2, 세트3로 다시 네이밍 반응이 점검되었고 모든 아동들에게서 청자네이밍이 향상되었고, 화자네이밍이 형성되어 양방향네이밍이 유도되었다. 새로운 자극인 세트 9, 세트10을 이용하여 일반화된 네이밍 반응이 측정되었고 모든 참여아동이 청자, 화자네이밍 반응을 보였다.

Abstract

The present study tested effects of Intensive Tact Instruction on development of Naming capabilities in preschoolers with language delays and developmental delays. Naming defines as a capability which enable children learn to point as a listener response or learn to tact as speaker response without direct instruction history. We call these responses as a listener Naming or speaker Naming. During the baseline phase, listener Naming capability and speaker Naming capability were probed with Set 1, Set 2, Set 3. All of the participants showed some listener Naming responses. showed lower level of responses as speaker Naming Participant C and Participant E didn’t show speaker Naming and the others showed lower level of speaker Naming responses. During the Intensive Tact Instruction, 86 tact instruction trials were provided in addtion to regular daily instruction trials using 5 stimulus sets, Set 4, Set 5, Set 6, Set 7, Set 8. The Instruction completed when participants reached to preset criterion. Post intevention Naming probe were conducted using the same stimulus sets, Set 1, Set 2, Set 3 as the one used during the baseline probes. Listener Naming responses and speaker Naming responses were imporved significantly in Participant A, Participant B, Participant D. Speaker Naming capabilities were emerged In Participant C and Participant E with the intervention. All of the participants showed some generalized Naming responses with two novel sets of stimuli. The results were discussed in terms of emergences of Naming and prerequisite responses required for implementation of the intensive tact Instruction procedure.

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