영어수업을 활용한 통합교육이 자폐스팩트럼장애 유아의 친사회적 행동에 미치는 효과
Facilitating Positive Social Interactions Through English Activity Class for Kindergarteners with Autism Spectrum Disorders
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초록
본 연구는 영어수업을 활용한 통합교육이 자폐스팩트럼장애 유아의 친사회적 행동과 방해성 행동에 미치는 영향을 실험연구 하였다. 본 연구의 참여자로서, 세 명의 자폐스팩트럼장애 유아들이 중재대상으로 참여하였으며, 여섯 명의 일반발달또래 유아들이 통합교육수업 내에서의 또래지원자로 참여하였다. 중재대상간 다중기초선설계를 사용하여, 한 명의 중재대상 유아와 여섯 명의 또래지원자들이 영어노래 부르기와 율동으로 구성된 영어수업에 참여하였다. 연구결과, 영어수업을 활용한 통합교육 프로그램은 세 명의 중재대상 유아들의 친사회적 행동의 증가와 방해성 행동의 감소를 나타냈다. 또한, 중재이후 일반발달또래들의 중재대상 유아에 대한 또래수용도가 중재이전에 비해 증진됨을 나타냈다.
Abstract
This study examined the effect of the English activity program in an inclusive class to increase prosocial behaviors and to decrease maladaptive behaviors for kindergarteners with autism spectrum disorders. Three kindergarteners with autism spectrum disorders as subjects and six of typically developing peers as peer members participated in the study. A multiple baseline design across subjects was used. The intervention program consisted of a structured inclusive English class mediated by singing and dancing in English. The results of the study showed that there was an increase in prosocial behavior and a decrease in maladaptive behavior with all the subjects. The level of peer acceptance by the classmates was also improved with all the subjects.
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