뇌성마비 유아의 언어능력과 시지각 발달을 위한 미술치료 사례연구

Abstract

The purpose of this study was to examine the effect of an art therapy program utilizing mutual scribble story making on the language and visual perception development of a cerebral-palsied preschooler. The program used in this study was designed to have a preschooler and his or her teacher make a story together by drawing a scribble picture and completing it by putting appropriate shapes on it. The subject in this study was a cerebral-palsied preschooler. The art therapy program was implemented in 24 sessions, twice a week, 50 minutes each, from September 1 to November 20, 2010. And then pretest and posttest were carried out, and retention test was conducted two weeks after the implementation of the program. Thus, his verbal ability and visual perception were assessed three times to determine the effect of the program. The findings of the study were as follows: First, a preschooler receptive and expressive language inventory was employed to see whether the art therapy that used mutual scribble story making was effective at fostering the cerebral-palsied preschooler's receptive and expressive language ability, and he scored higher in the posttest than in the pretest. Second, a visual perception test was carried out to see whether the art therapy program that used mutual scribble story making had any positive effect on the cerebral-palsied preschooler's visual perception development, and he scored higher in the posttest than in the pretest. This study is meaningful in that it proved the effect of art therapy utilizing mutual scribble story making on the improvement of the language comprehension and visual perception development of the cerebral- palsied preschooler, and that it provided another approach to art therapy geared toward cerebral-palsied preschoolers by making use of mutual scribble story making.