주의력 결핍 장애아동과 일반아동과의 상호작용에 관한 추적 연구 - 일본 초등학교 일반학급에서의 행동관찰 분석을 중심으로 -
A Follow-up Survey of Social Interaction between Children and a Child with Attention Deficit Disorder in Regular Classroom in Japan
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초록
본 연구에서는 일반학급에 재학 중인 발달장애아동과 일반아동과의 상호작용의 실태를 1년간 관찰하여 그 특성과 문제점, 그리고 상호작용의 변화 과정을 알아보고자 하였다. 관찰 방법론으로는 포켓PC를 사용하였으며, 연구 대상은 일본 초등학교에 재학 중인 주의력 결핍장애아동 1명과 같은 학급의 또래 3명으로 선정하였다. 연구 결과, 첫 번째, 포켓PC의 신뢰성이 검증되어 새로운 관찰방법으로써의 가능성이 시사되었으며, 두 번째, 물리적으로 통합되어진 일반학급이라도 발달장애아동과 또래와의 긍정적인 상호작용은 성립, 유지되기 어려우며 이는 시간이 경과된다고 해서 자연적으로 개선되는 것이 아님이 밝혀졌다.
Abstract
The arms of the present study were (1) to investigate the social interaction between children and a child with Attention Deficit Disorder in a regular class by observing their behavior during a recess four times a year, and (2) to assess the inter-observer reliability of a new method to observe children's behavior using a hand-held computer. The behavior observation with a hand-held computer had some advantages of measuring behavior; easy to code a frequency, duration, and interval of specific behaviors and to directly analyze the data. The participants were 3 typical-children and a child with Attention Deficit Disorder, and they were the third graders of elementary school in Sendai city in Japan.The inter-observer reliability with use of a hand-held computer was acceptable(κ=.71 for initiated behavior and κ=.66 for reactive behavior). The results obtained were as follows; 1) child with disabilities had difficulties in initiating and maintaining the interaction with nondisabled peers; 2) typical-children showed self-initiated behaviors more frequently as compared with child with disabilities; 3) such a result with the social interaction between children and child with disabilities didn't change even if time passes.
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