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시각적 표상을 활용한 직접교수가 자폐성장애 초등학생의 한 자리 수 덧셈과 뺄셈 능력에 미치는 효과

The Effects of Direct Instruction Using Visual Representation on Single-Digit Addition and Subtraction of Student with Autism Spectrum Disorder(ASD)

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초록

본 연구의 목적은 시각적 표상을 활용한 직접교수가 자폐성장애 초등학생의 한 자리 수 덧셈과 뺄셈 능력에 미치는 영향을 살펴보는 것이다. 연구 대상은 자폐성장애 초등학생 1명이고, 연구 환경은 일반 초등학교 내 특수학급이다. 본 연구는 단일대상연구의 지연된 과제 간 중다기초선 설계를 활용하여 중재 효과를 검증하였다. 연구 결과는 다음과 같다. 첫째, 시각적 표상을 활용한 직접교수는 자폐성장애 초등학생의 한 자리 수 덧셈 능력을 향상시켰다. 둘째, 시각적 표상을 활용한 직접교수는 자폐성장애 초등학생의 한 자리 수 뺄셈 능력을 향상시켰다. 이러한 연구결과를 바탕으로 논의에서는 자폐성장애 학생의 수학(덧셈과 뺄셈) 교수 관련 향후 연구와 시사점에 대하여 제언하였다.

Abstract

The purpose of this study was to examine the effects of direct instruction using visual representation on single-digit addition and subtraction of student with ASD. The participant of the study was one elementary student with ASD. The intervention was implemented in the special education classroom. A multiple baseline design across tasks was used to investigate the effectiveness of the intervention. The findings of the study were as follows: First, direct instruction using visual representation improved single-digit addition of elementary student with ASD. Second, direct instruction using visual representation improved single-digit subtraction of elementary student with ASD. The findings of the study were discussed in the perspective of visual representation, direct instruction and single-digit addition and subtraction for students with ASD, and can be used to plan and implement successful mathematics program.

참고문헌 (34)

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