일반영아와 발달장애유아의 공동관심 행동 특성 비교연구
A Comparative study on the Joint Attention Behavior characteristic of Infant without disabilities and Young children with Developmental disabilities
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초록
이 연구에서는 발달연령이 9-24개월에 속하는 발달장애 유아 128명과 발달연령으로 일치된 일반영아 64명, 총 192명을 대상으로 성인-영아 간에 나타난 공동관심 행동을 분석하였다. 공동관심 하위 영역으로 응시하기(gaze monitoring), 가리키기(pointing), 주기(giving), 보여주기(showing) 등으로 범주화하여 분석·측정하였다. 연구결과 발달장애유아의 공동관심 행동은 일반영아에 비해 그 빈도가 낮게 나타났으며, 발달장애유아 집단 중에서도 자폐성 유아 집단이 정신지체유아 집단보다도‘공동관심’ 행동 빈도가 더 낮은 것으로 나타났다. 또한 정신지체유아와 자폐성유아 집단의 ‘공동관심’행동은 그 빈도는 낮지만 일반영아 집단과 같이 월령의 증가에 따라 함께 증가하는 발달 양상을 보였다. ‘공동관심’은 유아 초기의 사회적 상호작용의 출발점이며, 이후 발달 전반의 어려움에 대한 예후라는 점에서 발달장애 유아의 효과적인 조기중재 프로그램의 주요 요소가 될 수 있다. 이 연구는 발달장애 유아의 ‘공동관심’ 행동 특성에 대해 밝힘으로써 조기 평가 및 중재에 대한 기초 정보를 제공한다는데 의의를 갖는다.
Abstract
The purpose of this study was to compare the joint attention characteristics between young children with developmental disabilities and infant without disabilities. The participants in this study were 192 between 9-24month of age in three different group; children with intellectual disabilities (n=64), children with autism (n=64), and children without disabilities (n=64). The data was classified and analyzed regarding type of adult-infant joint attention behaviors (i.e.,gaze monitoring, pointing, giving, and showing). The study results revealed that young children with developmental disabilities showed significantly fewer joint attention behaviors than normal infants (children without disabilities) and children with autism’ joint attention was lower than children with intellectual disabilities. Joint attention in this age level is beginning their social interaction which can be a major factor for determining of effective early intervention programs for young children with developmental disabilities, as well as predicting future developmental delays. The results of this study indicates that with this processing of determining the behavioral characteristics of joint attention for young children with developmental disabilities to provides valuable information for decision making of early intervention and assessment.
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