중심축 반응 훈련이 자폐스펙트럼장애 유아의 어휘 확장과 상호작용에 미치는 영향
The Effect of Pivotal Response Training on Vocabulary Expansion for Infant with Autistic Spectrum Disorder
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초록
본 연구는 사회적 의사소통과 상호작용의 결함을 가지고 있는 자폐스펙트럼장애 유아의 조기중재를 위해 놀잇감을 사용한 중심축 반응 훈련을 실시하여, 어휘 확장과 상호작용에 미치는 영향을 알아보았다. 자폐스펙트럼장애 유아 3명을 연구대상으로 대상자간중다간헐기초선 설계를 통해 5개월간 주당 평균 3회기를 기초선, 중재, 유지, 일반화 순으로 실험을 실시하였고, 중재 후 유아의 어휘 확장과 상호작용의 변화를 살펴보았다. 그리고 환경이 바뀐 상황에서도 중심축 반응 훈련의 효과가 지속되어 유아의 행동이 유지되고 일반화되었는지를 알아보기 위해 대상유아가 다니는 어린이집에서 3회기 관찰하였다. 연구 결과를 보면 첫째, 중심축 반응 훈련을 통해 자폐스펙트럼장애 유아의 어휘가 확장되어 나타났다. 둘째, 중심축 반응 훈련을 통해 자폐스펙트럼장애 유아의 상호작용 행동이 증가하여 나타났다. 또한 중재 후에 환경이 바뀐 상황에서도 일반화가 이루어지는 것으로 나타났다. 따라서 자연스러운 환경 내에서 자폐스펙트럼장애 유아에게 접근하기 쉬운 중재물을 활용한 중심축 반응 훈련은자폐스펙트럼장애 유아의 언어적 문제 및 상호작용 행동의 어려움을 조기중재 할 수 있는 긍정적인 방법일 뿐만 아니라, 일반화에도 효과적이라고 할 수 있다.
Abstract
Children with autism spectrum disorder have a qualitative defect in social communication and interaction. Lack of language skills and hardships in interaction make it difficult for them to form relationships with others and to play with their peers. With recent increase in prevalence of autism spectrum disorder, early intervention in children is more required. Especially for intervention to be more prevalent and for the effect to be maintained, using mediums that are easy for children to approach and interacting with them in comfortable environment are important. In this study, the researcher personally intervened with children using a toy they are familiar with through Pivotal Response Training (PRT), and examined if it helped increase the number of vocabularies the children use and interact with others. The experiment was conducted with three children with an autism spectrum disorder as the subjects in the order of baseline, intervention, maintenance, and prevalence applying the multiple-probe-across-subject design. Intervention was carried out going through the baseline among the children, and changes in vocabulary and in interaction were examined. In order to see if the children would behave the same way in different environments, the subjects were observed in three sessions in the nurseries they were attending. The result of the research showed how children used more vocabularies and interacted more with others. They also behaved the same way even after the intervention, and even the environment was changed, they had become more comfortable with behaving the way they were trained. In other words, the results show that PRT is effective for expanding range of vocabularies and for interacting children with an autism spectrum disorder and also for maintaining the change and generalizing.
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