고기능 자폐장애 청소년과 아스퍼거장애 청소년의화용론적 특성: 질적·양적 연구
Pragmatic Deficits in the Language of Adolescents with High-Functioning Autism or Asperger Disorder
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본 연구의 목적은 2명의 고기능 자폐장애 청소년과 4명의 아스퍼거장애 청소년을 대상으로 일반 청소년 6명과의 비교를 통해 언어의 화용론적 특성을 살펴보는 것이었다. 연구방법으로는 아동이 주어진 20개의 단어를 상대방이 맞출 수 있도록 설명하는 단어 맞추기 과제와 5장의 사진을 중심으로 아동이 교사와 대화를 나누는 유도된 대화과제를 활용하였다. 그 결과 고기능 자폐장애 청소년과 아스퍼거장애 청소년은 단어 맞추기 과제에서 비교군에 비해 정보를 제공하는 능력이 뒤졌을 뿐 아니라 질적으로 다른 특성 즉, 자신만이 알 수 있는 사실로 설명하거나, 정보를 조직하지 못하고 낱낱으로 제공하고, 맥락을 참조하지 않고 설명하는 특성을 보였다. 유도된 대화과제에서는 다양한 화용론적 어려움들을 보였는데, 대화주제를 일방적으로 자신의 관심사로 몰고 가는 경향이 있는가 하면, 말의 결속력에서 큰 어려움을 보였고, 일부 단어를 부적절하게 사용하는 경우가 있었고, 화자와 청자의 역할을 번갈아가며 취하는 것이 어려웠고, 예의가 없어 보일 수 있는 행동특성들을 보였다. 이러한 특성에 근거한 중재방안에 관한 논의와 후속연구에 대한 제안이 이루어졌다.
Abstract
The purpose of this study was to investigate pragmatic competence in two adolescents with high-functioning autism(HFA) and four adolescents with Asperger disorder(AS) using two elicitation tasks. The first task was a kind of word quiz in which the adolescents were asked to explain 20 words and one adult should guess the word correctly. If the adult gives wrong answer, the adolescent should explain the word again. The second attempt to explain is regarded as a communication repair. Results showed relative to control group composed of 6 normal adolescents, those with FA or As were less competent in explaining words and using repair strategy. Those also showed qualitative different communicative behaviors due to a lack of theory of mind, a lack of knowledge about presupposition, and weak central coherence. The second task was an elicited conversation between one adolescent and one adult using five pictures. Language samples during conversation were coded for primarily the adolescents' inappropriate responses and odd speech. The results showed adolescents with HFA or AS have deficits in the management of topics, in using cohesive devices, in the use of word, in speaker-hearer role taking, and in using polite speech. The two elicitation tasks were useful to characterizing language use in adolescents with HFA or AS and showed some implications towards developing an effective tool to evaluate pragmatic deficits. Implications for practice and research are described.
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