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단일대상연구의 메타분석을 통한 중도ㆍ중복장애 학생의 의사소통 능력 향상 효과 분석 연구

Analysis of the Effect of Improving Communication Ability of Students with Severe and Multiple Disabilities through Meta-Analysis of Single-Case Studies

김주선
특수교육재활과학연구소 (The Research Institute for Special Education & Rehabilitation Science)|2019.06|특수교육재활과학연구|제58권 제2호|pp. 37-58|DOI 10.23944/Jsers.2019.06.58.2.3

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메타분석meta-analysis의사소통communication단일대상연구student with severe and multiple disabilities중도ㆍ중복장애학생single-case research
주제분류기타사회과학

초록

본 연구는 교육 현장에서 활용할 수 있는 실제적 중도ㆍ중복장애 학생 대상 의사소통 중재방법을 제공하기 위해, 국외의 중도ㆍ중복장애 학생 대상 의사소통 중재 단일대상연구들을 중심으로 연구의 일반적 특성, 연구 대상자 변인과 중재 특성에 따른 중재 효과크기를 살펴보았다. 우선 분석논문 선정 준거에 따라 24편의 연구가 분석대상 논문으로 선정되었으며, 각 변인을 중심으로 비중복 비율(PND)을 활용하여 효과크기를 산출하였다. 연구의 일반적 특성을 살펴보면, 중도·중복장애 학생 대상 의사소통중재연구는 1991년을 시작으로 현재까지 지속적으로 이루어지고 있었다. 연구 대상자의 성별과 연령에 따른 효과크기를 살펴본 결과, 평균 92%로 높은 효과크기를 보였다. 장애특성으로는 모든 대상자가 지적장애와 의사소통장애를 포함하고 있었으며 이외 1개 이상의 장애를 수반하고 있었다. 중재 변인 중 중재회기는 21회기 이상이 가장 많았으며, 독립변인의 경우 마이크로스위치가 가장 많이 활용되었다. 종속변인으로는 기능적 의사소통 영역이 가장 많았으며, 중재환경은 학교와 재활환경 등 다양하게 나타났다. 또한 중재자의 경우 연구 조교가 월등히 높게 나타났다. 중재 변인에 따른 효과크기 또한 영역별 차이는 있으나 모두 높은 효과크기를 보였다. 이와 같은 연구 결과를 바탕으로 향후 중도ㆍ중복장애 학생들의 의사소통 중재 연구를 위한 방향성 및 제안을 제시하였다.

Abstract

The purpose of this study is to provide a communication intervention method for students with severe and multiple disabilities. We investigated to find the general characteristics of the study, the effect of participants’ variables and intervention variables on the selected communication single-case researches for students with severe and multiple disabilities. Based on the selection criterion, 24 researches were selected to be analyzed, and the effect size was calculated using the PND. Research on the general characteristics of communication intervention studies for students with severe and multiple disabilities has been continuing since 1991. As a result of examining the effect size according to sex and age of the subjects, the average effect size was 92%. In terms of disability characteristics, all participants contained intellectual disabilities and communication disabilities and one or more other disabilities. Among the intervention variables, the intervention session was the most frequent than the 21st session. For independent variables, microswitches were most commonly used and the functional communication area was the most common dependent variable.The intervention environment was varied in school and rehabilitation environment. The effect size according to the intervention variables also showed a high effect size although there were differences according to areas. Based on the results of this study, future directions and proposals for communication intervention study of students with severe and multiple disabilities were discussed.

참고문헌 (27)

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