스크립트 활용 상황이야기 중재가 자폐성 장애아동의 의사소통 및 문제행동에 미치는 영향
초록/요약
스크립트 활용 상황이야기 중재를 통해 의사소통 및 문제행동에 미치는 영향에 대해 알아보았으며, 중다기초선 설계를 실시한 단일대상 연구이다. 실험 결과 스크립트 활용 상황이야기는 의사소통 기능을 향상시켰으며, 문제행동을 감소시켰다. 뿐만 아니라 중재가 끝난 이후 향상된 의사소통과 감소된 문제행동은 유지되었다. 스크립트 활용 상황이야기는 의사소통 및 문제행동에 긍정적인 영향을 미쳤으며, 교육현장에서 효율적으로 활용될 수 있음을 시사한다.
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I. 서론 ····················································································································1
1. 연구의 필요성 및 목적 ·················································································1
2. 연구문제 ···········································································································5
3. 용어의 정의 ·····································································································5
가. 상황이야기 ·································································································5
나. 스크립트 ·····································································································6
다. 의사소통 기능 ···························································································6
라. 문제행동 ·····································································································6
II. 이론적 배경 ·································································································8
1. 자폐성 장애아동의 의사소통 특성 ·····························································8
2. 자폐성 장애아동의 사회 인지력 결함 ·····················································11
가. 마음읽기 능력 결함 ···············································································11
나. 중앙응집 능력 결함 ···············································································13
다. 실행기능 결함 ·························································································14
3. 자폐성 장애아동의 문제행동 특성 ···························································16
4. 자폐성 장애아동의 스크립트 중재 ···························································17
5. 자폐성 장애아동의 사회상황이야기 ·························································18
III. 연구 방법 ··································································································23
1. 연구 대상 ·······································································································23
가. 대상자 선정 기준 ···················································································23
나. 연구 대상자의 특성 ···············································································22
2. 연구 도구 ·······································································································25
가. 진단도구 ···································································································25
나. 중재도구 ···································································································26
다. 평가도구 ···································································································28
3. 연구설계 및 절차 ·························································································29
가. 연구 설계 ·································································································29
나. 절차 및 일정 ···························································································29
다. 실험 절차 ·································································································30
4. 자료 수집 및 분석 방법 ·············································································33
가. 문제행동 및 의사소통 조작적 정의 ···················································33
나. 자료의 측정 및 수집 방법 ···································································34
다. 자료 분석 ·································································································35
5. 관찰자간 신뢰도 ···························································································36
6. 중재 충실도 ···································································································37
7. 사회적 타당도 ·······························································································37
IV. 연구 결과 ·······························································································39
1. 의사소통 기능의 변화와 유지 ···································································39
가. 인사하기의 변화 ·····················································································39
나. 대답하기의 변화 ·····················································································40
다. 요구하기의 변화 ·····················································································40
2. 문제행동의 변화와 유지 ·············································································43
가. 과제방해 행동의 변화 ···········································································43
나. 자리이탈 행동의 변화 ···········································································43
IV. 논의 및 결론 ···························································································46
1. 요약 및 논의 ·····························································································46
2. 결론 및 제언 ·····························································································49
참고문헌 ··········································································································51
부록 ··················································································································59
