고기능 자폐스펙트럼장애 아동과 비장애 아동의 발화-수반 제스처 특성 비교
Characteristics of Co-speech Gestures in School-aged Children with and without High Functioning Autism Spectrum Disorders
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[목적] 제스처는 명확한 발화표현을 보이지 않는 유아기부터 성인기 전체에 걸쳐 나타나는 주된 비언어적 의사소통 수단의 한 유형이다. 학령기 이후의 제스처는 발화를 수반하므로 발화정보와 제스처와의 관련성을 함께 살펴볼 필요가 있으나, 국내에는 자폐스펙트럼 장애아동의 발화-수반 제스처에 관한 연구가 부족하다. 본연구에서는 고기능자폐스펙트럼 장애를 지닌 학령기 아동이 비장애아동과 발화를 수반한 제스처 유형과 발화-제스처 간 정보 관계에 따른 유형에서 어떠한 차이를 보이는지 비교하고 그 특성을 확인하여 평가 및 중재에 시사점을 제시하고자 하였다. [방법] 초등학교에 재학 중인 고기능자폐스펙트럼장애아동 7명과 생활연령을일치시킨 비장애아동 7명이 본 연구에 참여하였다. 두 집단 모두에게 만화영상을 시청한 후 이야기를 다시말하는 과제를 실시하였고, 아동이 보인 제스처를 발화와 함께 전사하고 상세히 기술하여 분석을 진행하였다. 두 집단이 보인 일반적인 발화수반 제스처와 발화-제스처 정보관계에 따른 범주에 따라 세부 유형의 출현율을 비모수검정으로 분석하였고, 세부유형들 간의 상관분석을 함께 진행하였다. [결과] 도상적 제스처와비트제스처에서는 집단간 차이가 유의하지 않았으나, 지시적 제스처에서 고기능자폐스펙트럼장애아동 집단이유의하게 낮은 빈도를 보였다. 발화-제스처 간의 정보관계에서는 중복 발화-제스처 관계에서 고기능 자폐스펙트럼장애아동이, 명화 발화-제스처 관계에서 비장애아동이 유의하게 높은 수행을 보였다. [결론] 눈앞의 참조대상뿐 아니라 가상의 대상을 지시하거나 위치를 가리키는 지시적 제스처는 고기능자폐스펙트럼장애 아동이 어려움을 보이는 상징적 인지발달과 관련이 있음을 시사한다. 학령기에도 발화의 내용에 제스처로 정보를추가하려는 다양한 시도를 지지하고, 발화정보를 보완하는 제스처의 사용을 사회적 의사소통 기술 향상을 위한 중재계획에 포함할 것이 권고된다.
Abstract
[Purpose] Gestures represent a primary form of non-verbal communication from infancy through adulthood. In school-aged children, gestures typically accompany verbal expressions, necessitating a combined analysis of speech and gestures, This study aims to explore differences in types of co-speech gestures and their informational relationships between high-functioning autism spectrum disorder(HFA) and their typically developing peers(TD). [Method] Seven children with HFA and seven age-matched TD children, all enrolled in elementary school, participated in this study. Participants were tasked with watching a cartoon and subsequently retelling the story. Their gestures, accompanied their narratives, were meticulously transcribed and analyzed. The frequency of subtypes in typical co-speech gestures and the relationships between speech and gesture information were statistically examined using nonparametric tests. Correlations between different gesture subtypes were also analyzed. [Results] The analysis revealed no significant differences between the groups in terms of iconic and beat gestures. However, significant discrepancies were observed in the use of deictic gestures, with the HFA group displaying notably lower frequencies. Regarding the informational relationship between speech and gestures, the HFA group outperformed in redundant relationships, while TD children showed superior performance in disambiguate relationships. [Conclusion] The low usage of deictic gestures by children with HFA underscores potential challenges in symbolic cognitive development. These findings support the integration of gestures to enrich speech content, advocating for their inclusion in targeted intervention strategies aimed at enhancing social communication skills among children with HFA.
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