사회적 상황 이야기 중재가 자폐성 아동의 자발적 의사표현에 미치는 영향
The Effects of Social Story Intervention on Spontaneous Communicative Expressions of a Child with Autism
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초록
본 연구는 사회적 상호작용에 필요한 의사표현 기술이 부족한 초등학교에 재학 중인 자폐성 여아 1명을 대상으로 사회적 상황 이야기 중재를 이용하여 자발적인 의사표현에 미치는 효과를 알아보았다. 연구에서 문제 행동의 발현이 의사표현의 부족의 원인으로 보고 독립변수와 종속변수간의 기능적 관계를 증명하기 위하여 3가지 사회적 의사표현을 대상으로 행동간 중다 간헐 기초선 연구 설계를 이용하였으며, 사회적 상황 이야기 중재에 이용된 자발적 의사표현은 허락구하기, 다른 과제 요구하기, 도움 요청하기 등의 내용으로 구성되었다. 연구의 결과 사회적 상황 이야기 중재는 자폐성 아동의 자발적 의사표현 향상에 효과적인 것으로 나타났다. 이와 같은 결과는 사회적 상황 이야기 중재가 사회적 상호작용에 취약한 자폐성 아동의 사회적 의사표현 향상에 긍정적인 영향을 미친다는 것을 보여준다. 그러나 연구가 구조화된 개별 교육실 상황에서 이루어진 점과 일반화 효과를 제시 못한 점에서 추후 연구에서 다양한 환경과 일반화 효과를 확인하는 절차가 필요하다.
Abstract
This study examined the effects of social story intervention for a child with autism to increase spontaneous communicative expressions. One 9 years old girl with autism participated in the study as subject. This study used a multiple probe design across behaviors. Data was collected for 30-minute observation session of education activities using event recording system. The results of this study showed that the social story intervention increased all the targeted spontaneous communicative behaviors with the subject. As the intervention was implemented to the subject, all the targeted spontaneous communicative behaviors including the behaviors of asking permission, asking another task, and asking help of the child were improved. These results indicated that the social story intervention is effective in increasing spontaneous communicative expressions and in decreasing of challenging behaviors for children with autism. The results suggest that the extended number of subjects and natural environment based intervention to increase spontaneous communicative expressions for children with autism would be recommended in the further and future studies.
참고문헌 (30)
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