통합환경에서의 자폐스펙트럼 장애 초등학생 대상 행동 중재 국외 연구 동향
International Research Trend of Intervention for Behaviors of Elementary Students with Autism Spectrum Disorders in Inclusive Setting
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초록
이 연구는 초등학교 통합교육 환경에서 자폐스펙트럼장애 아동의 행동을 중재한 실험연구 16편을 분석하여 자폐스펙트럼장애 아동을 통합교육할 때 효과와 실현이 가능한 행동 중재 방안에 대한 정보를 얻고자 하였다. 연구 결과 밝혀진 사실은 첫째, 중재의 표적이 되는 문제행동은 주로 사회적 기술의 결함이었으며 중재를 통해 사회적 상호작용의 하위 기술인 시도하기, 반응하기, 상호작용하기 등을 증가시켰다. 둘째, 가장 많이 쓰인 중재 방법은 또래 매개를 통한 사회적 기술 증진이었으며 다음으로 자폐아동의 시각적 강점을 부각한 사회적 상황이야기나, 비디오 모델링이 많았다. 셋째, 중재 훈련과 실습, 그리고 일반화의 과정들이 통합학급을 비롯한 학교 내 다양한 장소에서 수업 시간, 방과 후, 점심시간, 쉬는 시간, 놀이 시간 등 다양한 시간대에서 이루어졌다. 넷째, 중재자가 통합교사, 특수교사, 보조교사 등의 성인인 경우는 7편, 성인 교사가 또래를 훈련하거나 보조하고 또래가 주요 중재자인 경우는 9편이었다. 이러한 연구 결과를 토대로 통합환경에서 자폐스펙트럼장애 아동의 행동 중재 연구의 방향에 대해 논의하였다.
Abstract
The purpose of this research was to examine the feature of 16 single-case research design on autism spectrum disorders' behaviors intervened in inclusive elementary school and find effective behavior interventions for autism spectrum disorders in inclusive settings. The results of this study were as fellows: first, problem behaviors dealt with were mostly social skills deficiencies. The initiations, responds, and interactions classified as subordinate social skills were increased through interventions. Second, the peer mediated interventions to improve social skills were the most used. Social story and video modeling which made use of autistic children's visual strength were also popular. Third, experimental procedures including intervention, intervention training and practice were executed in varied school places and on divers time sections. Fourth, in seven studies, adults like inclusive classroom teachers, special education teachers and paraprofessional assistance teachers were the intervention agents. In the rest 9 studies, peers trained or assisted by adults were the intervention agents. Based on the results, the implications and future study issues on behavior interventions for autism spectrum disorders were recommended.
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