노래 삽입 동화활동이 초등 저학년 지적장애 학생의 수업참여행동에 미치는 영향

Abstract

The purpose of this study was to examine the effects of fairy tale telling using songs on the on-task behaviors of children with intellectual disability. Fairy-tale telling using songs refers to the activity which an adult sings familiar and revised children's songs with repeated vocabulary and simple sentences of the story during a fairy-tale telling. For the purpose of this study 3 children with intellectual disabilities were selected according to criteria. 25 fairy-tale books and 12 children's songs were used as experimental tools. This study was performed baseline, intervention, maintenance using the design of multiple probe design across participants. The data of rates of three on-task behaviors including sitting behavior, gazing behavior, and appropriate verbal response were collected using the partial interval recording system at interval of 10 seconds. The results of this study ware as follows: fairy-tale telling using songs had effects on increasing three on-task behaviors including sitting behavior, gazing behavior, and appropriate verbal response of 3 children with intellectual disability. Also The intervention had an effect on maintenance of the behaviors. This study suggests that fairy tale telling using songs is able to be used as an effective intervention to increase reading competency for elementary school students with intellectual disability and poor on-task behaviors.