한 음절 카드를 활용한 다중반응교수법이 자폐스펙트럼장애 아동의 텍스츄얼습득에 미치는 효과
The Effects of Multiple Exemplar Instruction Utilizing Single-Syllable Cards on Textual Acquisition in Children with Autism Spectrum Disorders
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초록
이 연구는 한 음절 카드를 활용한 다중반응교수법이 자폐스펙트럼장애 아동의 텍스츄얼에 미치는 효과를 확인하는 데 목적이 있다. 연구 참여자는 인트라버벌이 가능하나 텍스츄얼 능력이 없는 자폐스펙트럼장애 아동 3명을 대상으로 이루어졌으며, 연구 설계는 대상 간 중다 기초선 설계를 사용하였으며, 기초선과 한 음절 카드로 이루어진 중재 세트1, 중재 세트2와 여러 음절 카드로 이루어진 파생 세트3, 파생 세트4, 2주 후에 카드를 제공하고 실물 카드를 가져오는 일반화를 진행하였다. 연구 결과, 음절 카드에 대한 청자 반응, 화자 반응을 익힌 아동들은 한 음절 카드에서 자극-반응을 형성하였다. 또한 학습하지 않은 두 음절, 세 음절 카드까지 식별하였고 식별한 카드와 실물을 일치시키는 자극등가도 나타났다. 이러한 결과는 한 음절 카드를 활용한 다중반응교수법이 자폐스펙트럼장애 아동의 텍스츄얼 습득에 효과적이며, 자극 등가 관계 내에서 반응하는 강화 이력 형성에 이어 파생적 반응을 형성시켰음을 증명하였다.
Abstract
This study aims to examine the effects of Multiple Exemplar Instruction utilizing single-syllable cards on textual acquisition in children with autism spectrum disorders. The participants included three children with ASD who were capable of intraverbal behavior but lacked textual abilities. The research design utilized a multiple baseline design across participants, incorporating baseline and intervention phases comprising Intervention Sets 1 and 2 with single-syllable cards, as well as Derived Sets 3 and 4 with multiple syllable cards. Generalization was assessed by providing cards two weeks later and prompting for responses with real-life picture cards. The results indicated that children who acquired listener and speaker responses to the syllable cards formed stimulus-response relations within the single-syllable cards. Moreover, they demonstrated identification of two- and three-syllable cards, as well as stimulus equivalence with the identified cards and their corresponding objects. These findings support the efficacy of Multiple Exemplar Instruction utilizing single-syllable cards in facilitating textual acquisition in children with ASD and demonstrate the formation of derived responses following the establishment of reinforcement histories within stimulus equivalence relations.
참고문헌 (45)
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