위치단서 유무에 따른 비연속 시행 훈련이 자폐 스펙트럼 장애 아동의 단어재인에 미치는 영향
The Effects of Discrete Trial Teaching with and without Place Cue in Teaching Word Recognition to Children with Autism Spectrum Disorders
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초록
본 연구는 위치단서 유무에 따른 비연속 시행 훈련이 자폐 스펙트럼 장애 아동의 단어재인에 미치는 영향을 분석한 실험연구이다. 연구대상으로는 연령과 언어발달수준이 비슷한 자폐 스펙트럼 장애 아동 4명을 선정하였고, 연구설계는 교대중재설계를 적용하였으며, 중재 간 단계별 아동이 습득한 어휘를 측정하여 단어재인의 변화와 유지 여부를 알아보았다. 연구 결과 위치단서를 제공하는 비연속 시행 훈련(PC-DTT)은 위치단서를 제공하지 않는 비연속 시행 훈련(NonPC-DTT)에 비해 상대적으로 효율적인 접근으로, 훈련 기간을 단축시키고 단어재인 유지에 효과적이라는 것을 밝히게 되었다. 이는 시각적으로 구조화한 심상형성 과정이 사고의 효율성에 도움을 준 것이라 할 수 있으며, 후속 연구에서는 일반화에 효율적인 접근 등을 알아보는 좀 더 체계적인 연구의 필요성이 제기되었다.
Abstract
The purpose of this study is to examine the effects of Discrete Trial Teaching-with and without the place cue method in teaching word recognition–on children with autism spectrum disorders. The subjects of the study were children of the similar age and level of verbal development. Also, alternating treatments design is applied, and both changed and reserved word recognition were tested. The results of the research indicate that Place Cue Discrete Trial Teaching (PC-DTT) is a relatively effective way to facilitate word recognition in children with autism spectrum disorders. Compared with NonPC-DTT, students in the PC-DTT displayed an increased ability to learn and remember new words. These findings suggest that visually-structured image formation techniques aided in student thinking and should be taken into account for developing programs for children with autism spectrum disorders in the future. In addition, the follow-up study should be more generalized and effective.
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