마음챙김기반 중재가 지적장애 아동의 과제회피 및 과제수행 행동에 미치는 효과: 사례연구
Effects of Mindfulness-Based Intervention to Manage Task-Avoidance & On-Task Behavior for Children with Intellectual Disability: Case Study
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초록
지적장애를 지닌 아동들의 학교생활 및 일상생활 적응력 훈련이 강조됨에 따라 학교와 가정에서 제공되는 학습(learning)을 성공적으로 이끌기 위한 구체적인 중재전략 연구에 많은 관심이 집중되고 있다. 본 연구는 자신의 행동, 감정, 생각을 이해하고 긍정적인 행동으로 개인 자신이 스스로 조절하도록 돕는데 효과적인 것으로 보고되고 있는 마음챙김기반 중재가 지적장애를 지닌 초등학교 아동들의 과제회피 및 과제수행 행동 관리에 미치는 효과를 검증하였다. 중재대상간 다중기초선설계를 활용하여 3명의 지적장애를 지닌 초등학생들에게 마음챙김기반 중재(마음챙김에 대한 이해, 마음챙김 훈련, 자기행동초점 마음챙김 연습의 3가지 요소로 구성된) 기법의 활용효과를 점검하였다. 연구 결과, 마음챙김기반 중재는 지적장애를 지닌 아동의 과제회피 행동의 감소와 과제수행 행동의 증가를 나타냈으며, 중재가 철회된 유지점검 기간에서도 변화된 행동의 수준이 유지되었다.
Abstract
The study examined the effect of mindfulness to manage task-avoidance behavior (s) for children with intellectual disability. Three children with intellectual disability participated in the study. Using a multiple baseline design across subjects, data of the target behaviors were collected in the condition of baseline, intervention, and maintenance. The intervention was consisted of understanding mindfulness, mindfulness practice, and target behavior focused mindfulness. The result showed that there was distinctive decrease in task-avoidance behaviors and increase in on-task behaviors with all the three subjects. The behavior change was maintained after the intervention was withdrawn. It also resulted in improvement in task performance accuracy in mathematic tasks.
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