Social Skills Intervention for An At-Risk Korean Student in United States: A Single-Subject Design
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참고문헌
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초록
본 연구는 심리 정서적으로 위험한 미국에 거주하는 한국아동의 사회성 기술을 향상시키기 위해 또래 아동들과의 협력 활동을 바탕으로 그 효과를 연구하였다. 대상아동과 같은 학급에 있는 6명의 일반 아동이 중재를 위한 활동에 참여하여 또래 아동과 비언어적과 언어적으로 긍정적인 상호작용을 증진시키기 위해 나누어 쓰기, 협동하기, 친구들을 칭찬하기와 같은 사회성 증진 활동을 가르쳤다. A-B-A-B 연구 디자인을 바탕으로 사회 정서적으로 위험한 아동의 긍정적인 언어적, 비언어적 상호작용을 자유놀이 시간동안 관찰한 결과 아동의 사회적 상호작용이 증가하였으며 8주가 지난 후에도 아동의 긍정적인 사회적 상호작용이 유지되었다.
Abstract
Peer procedures for increasing prosocial behavior among early elementary aged students have been deemed effective for use. This study was designed to improve positive social interactions for student who is socially and emotionally at-risk Korean in U. S. During the peer training session, the primary researcher taught the social skills of sharing, cooperating and complimenting with peers to increase nonlinguistic and linguistic positive interactions with peers. Training sessions were immediately followed by free play activities among peers. Observational data were obtained during recess time. The occurrences of positive nonlinguistic and linguistic social interaction behaviors were collected. A single-subject using an A-B-A-B design demonstrated that positive nonlinguistic and linguistic social interactions increased when the intervention began and were maintained after intervention.
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