자폐 범주성 장애 학생을 위한 읽기 이해 중재 연구의 동향 및 분석: 단일대상연구를 중심으로
Literature Review on Reading Comprehension Intervention for Students with Autism Spectrum Disorder
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본 연구는 학령기 자폐 범주성 장애 학생을 위한 학교에서의 읽기 이해 중재에 대한 국외 단일대상연구의 동향을 살피기 위해 진행되었다. 이를 위하여 최근 10년 동안 이루어진 논문 중 기준에 따라 선정된 15건의 논문의 전반적인 동향을 분석하였으며, 비중복비율기법(PND)을 이용하여 효과 크기를 살펴보고, 자폐 범주성 장애의 진단 및 신경심리학적 요소에 따른 질적지표를 확인하였다. 분석 결과, 읽기 이해 중재 관련 단일대상연구는 다양한 제시방식과 진단 및 신경심리학적 특성을 반영하고 있는 것으로 나타났으며, 질적평가지표에 따라서도 차이를 보이는 것으로 확인되었다. 또한 연구실행자와 학교급에 따라 PND를 확인한 결과 유의미한 차이가 있는 것으로 나타났다. 이상의 결과에 따라 후속 연구 및 현장에서의 자폐 범주성 장애 학생을 위한 읽기 이해 연구가 나아갈 방향에 대해 논의하였다.
Abstract
This is a literature review on the reading comprehension intervention for school-aged students with autism spectrum disorder(ASD). The purpose of this study is to provide information and implications on the reading comprehension interventions for ASD students. 15 single-subject researches were synthesized. The effect size as well as the quality criteria was analyzed using the percentage of nonoverlapping data(PND) metric. As a result, researches reflected differences in the quality evaluation criteria, and also in PND according to its implementor and the participants’ school level. According to the results, the implications and the recommendations for future research and practice, on school-based reading comprehension interventions for the ASD students, were discussed.
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