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자폐 범주성 장애 아동을 위한 활동 스케줄 중재연구 동향 분석: 국외 단일대상연구를 중심으로

A Review of Single Subject Research on Activity Schedule for Students With Autism Spectrum Disorder

나지회|이소현|우숙정
특수교육재활과학연구소 (The Research Institute for Special Education & Rehabilitation Science)|2023.03|특수교육재활과학연구|제62권 제1호|pp. 137-164|DOI 10.23944/Jsers.2023.03.62.1.6

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참고문헌

키워드

ASD단일대상연구자폐 범주성 장애시각적 지원질적지표Single subject researchQuality indicators활동 스케줄Activity schedulesVisual supports
주제분류기타사회과학

초록

자폐 범주성 장애 아동은 시각적 학습자로 본 연구에서는 자폐 범주성 장애 아동을 위한 시각적 지원 중재인 활동 스케줄의 국외 실험 연구 분석을 통해 앞으로의 연구 방향과 향후 과제에 주는 시사점을 모색하고자 하였다. 이를 위해 논문 선정 기준에 따라 2014년부터 2022년까지 국외 발표된 논문 중 총 25편을 선정하여 연구의 전반적인 동향을 분석하고, CEC(2014)에서 제시한 단일대상연구 질적지표에 근거하여 각 논문의 질을 분석하였다. 그 결과 유⋅초등 연령과 독립된 환경에서 중재가 많이 이루어졌으며 전자, 비전자 형태의 활동 스케줄 중재가 사용된 비율은 유사하였다. 다양한 자료와 제시형태에 따라 중재를 사용한 것으로 나타났으며 비디오 모델링과 결합하여 중재가 이루어지기도 하였다. 주로 사회적 상호작용, 과제 수행과 같은 종속변인을 설정하였으며 질적지표를 적용한 분석 결과는 평균 충족률이 86.5%로 모든 질적지표를 충족시킨 논문은 4편으로 나타났다. 이러한 분석 결과를 종합하여 자폐 범주성 장애 아동을 위한 활동 스케줄 중재연구에 대한 시사점과 중재의 현장 적용을 지원하는 연구의 방향에 대하여 제언하였다.

Abstract

Children with autism spectrum disorder that are visual learners sensitive to visual information. This study analyzed both the research trends and characteristics of activity schedules intervention by examining single subject research on activity schedules for children with autism spectrum disorder. For this study, a total of 25 research which were published abroad from 2014 to 2022 were selected in accordance to the thesis selection criteria in order to analyze the overall trends. The quality of each research was analyzed based on the single subject research quality indicators by CEC(2014). Result of the analysis, activity schedules were conducted at the preschool and elementary age, as well as within independent environments. The ratio of electronic and non-electronic activity schedule interventions was similar. The intervention used various types and presentation forms; furthermore, the intervention was performed in combination with video modeling. Dependent variables such as social interaction and task performance were mainly set. The analysis result of applying quality indicators showed that the quality average rate of total research was 86.5%, and only four research met all quality indicators. Finally, suggestions and implications for educational and research practices are discussed for future directions.

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