자폐 범주성 장애 청소년을 위한 성인기 전환계획 관련 국외 연구 동향 및 과제
Research Trends and Tasks Related to Adulthood Transition Planning for Adolescents With Autism Spectrum Disorders
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초록
연구목적: 본 연구는 자폐 범주성 장애 청소년을 위한 성인기 전환계획 관련 선행 연구에 대한 고찰 및 분석을 통해 자폐 범주성 장애 청소년을 위한 성인기 전환계획 중재 개발 및 향후 과제에 주는 시사점을 모색하고자 하였다. 연구방법: 이를 위해 국외에서 발표된 논문 중 기준에 따라 선정된 총 14편의 논문의 전반적인 동향(예: 출판연도, 연구방법, 연구 참여자 등)과 연구의 주제에 따라 분석이 이루어졌다. 연구결과: 문헌 분석의 결과 이 분야의 연구는 크게 (1) 전환계획의 성공요인 및 방해요인, (2) 청소년의 전환계획 참여, (3) 전환계획을 촉진하기 위한 중재프로그램 실행, (4) 전환계획 중재프로그램 사용 경험의 네 가지 범주로 정리될 수 있었다. 결론: 이러한 분석 결과를 바탕으로 자폐 범주성 장애 청소년의 성공적인 성인기 성과를 위한 전환계획을 위해 다음과 같은 논의가 이루어졌다. (1) 전환 평가에서부터 전환계획 수립, 계획 실행 및 점검의 전 과정에 가족 참여, (2) 전환계획 과정에 청소년 참여, (3) 자폐 범주성 장애 고유의 특성 및 연속체 고려, (4) 가족, 학교, 지역사회 기관간의 협력, (5) 양질의 전환계획 목표 수립, (6) 실험연구의 활성화 필요.
Abstract
Purpose: This study explores the implications to development of adulthood transition planning intervention for adolescents with autism spectrum disorders and the future tasks, through consideration and analysis of precedent studies related to adulthood transition planning for adolescents with autism spectrum disorders. Method: Among the studies published abroad, 14 studies selected according to specific criteria were analysed according to their overall tendency(eg. publication year, research method, and research participant) and their research subjects. Results: According to the literature review, the research results were organized into four categories such as (1) success and obstacle factors of transition planning, (2) adolescents participation in transition planning, (3) intervention program implementation to facilitate transition planning, (4) experiences of using a transition planning intervention program. Conclusion: Based on the findings, discussions took place on transition planning for the success of adolescents with ASD. (1) Family participation in the entire processes from transition assessment to transition planning establishment, implementation, and monitoring, (2) adolescents participation in transition planning, (3) consideration for specific characteristics and continuum of autism spectrum disorders, (4) cooperation of family, school, and community agencies, (5) establishment of high quality transition planning goals, (6) necessity of experimental research facilitation.
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