아스퍼거 장애 학생의 부적응 행동에 대한 학생 자신의 인식 특성
Self-Recognition on Maladaptive Behaviors of Adolescents with Asperger Syndrome in School
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본 연구는 아스퍼거 장애 학생이 학교 내에서 보이는 부적응 행동의 유형과 아스퍼거 장애 학생 자신의 인식 특성을 질적으로 분석함으로써 부적응 행동이 일어나는 맥락을 살펴보았다.본 연구의 목적을 위해 네 명의 아스퍼거 장애 학생이 연구에 참여하였다. 참여자들에게는 각각 반구조화된 질문지를 이용하여 면담을 실시하였으며 면담의 내용은 녹음 후 전사되었다. 전사된 내용은 코딩의 과정을 거쳐 해석되고 기술되었다.연구의 결과, 아스퍼거 장애 학생들의 부적응 행동은 크게 사회적 부적응 행동과 정서적 부적응 행동으로 구분될 수 있었으며, 자신들의 사회적 기술의 결함으로 발생되는 부적응 행동을 심각하게 받아들이지 않고 있었다. 그리고 그들의 부적응 행동은 부당한 대우에 대한 정당방위, 지시 따르기에서의 강박성, 무시당하지 않으려는 노력의 일환이었음을 알 수 있었다.본 연구의 결과는 아스퍼거 장애 학생들이 학교에서 표츨하는 부적응 행동의 의미와 원인을 학생의 시각에서 이해할 수 있게 하여 통합교육 환경에서 부적응 행동의 중재 방법을 모색하는데 도움이 될 수 있을 것이다.
Abstract
Four male adolescents with Asperger syndrome who are attending regular junior or senior high schools participated in this qualitative research study. This study focused on identifying and describing the types of their maladaptive behaviors in school and to analysis the recognition of students with Asperger's syndrome for students with Asperger's syndrome of problem behavior in school. Methods included several times of observations of student behaviors through school visits and interviews with the participant students with a open-ended questionnaire. The people's words and actions were coded first, then written in narrative or descriptive ways. The study revealed that adolescents with Asperger syndrome experience social isolation in school because of their deficits in social skills and social understanding and inappropriate behaviors. Along with academic stress, this social isolation made them suffer with emotional problems such as aggression, anxiety, depression, and compulsive behaviors. And students with Asperger's syndrome regarded their problem behaviors as a self-defense rather than a serious one, but this is caused by the deficits of the social skills and understanding. Because of the good intelligence and academic skill, teachers did not accept the problem behaviors of students with Asperger syndorme as some trouble from a disorder. Teachers misunderstood them and regarded them as bad conductor students. As the result of this study, we realized that more studies should be performed to confirm the effects of appropriate intervention strategies, which can help students with Asperger's syndrome control and prevent their problem behavior and emotion in school.
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