"요구하기" 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명,강수균 한국언어치료학회 1997 言語治療硏究 Vol.6 No.1

The purpose of this study is to investigate how Social Language Intervention affect the spontaneous social language of language disordered children in the language tharapy room. For this purpose, three preschool children with language disorder were selected in the integrated preschool and nonintegrated preschool settings. Social Language Intervention of this study was limited to 'Request' among the categories of the pragmatic funtion of the social language. Using multiple baseline design accross subjects, the frequency of the spontaneou s 'Reguest' in response to the examiner's mand was measured. The frequency of the spontaneous 'Request' during free-play in the integrated and nonintegrated preschool settings was analyzed to see generalization of newly acquired social language. The results obtained from the present study are as follows: Firstly, the frequency of the spontaneous social language was increased through Social Language Intervention for children both in integrated and nonintegrated set tings. However, the generalization effect occurred significantly more often in children treated in the integrated setting. Secondly, Social Language Intervention increased the frequency of the spontaneous speech in 'Suggestion' and 'Action Request' among the subcategories of ' Request.' The other subcategories(i.e., 'Question' and 'Approval Request') stayed almost the same. In addition, children treated in the integrated setting showed better improvement in terms of frequency of spontaneous 'Suggestion' and 'Action Request.' Thirdly, Social Language Intervention increased the frequency of the spontaneou s 'Assertion' social language in children treated in the integrated setting than nonintegrated setting. Finally, Social Language Intervention increased the frequency of the spontaneou s 'Response' in children treated in the integrated setting than nonintegrated setting.

형제 참여 언어중재가 언어장애 아동의 언어능력에 미치는 효과

황보명 한국음성과학회 2003 음성과학 Vol.10 No.3

This study was aimed at clarifying the effects of sibling-involved language intervention in children with language disorders. Ten subjects were selected an assigned into two groups (language intervention group with sibling-involvement, a language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary est. and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two groups. However, there was no significant difference in the post-trearment between the two groups. Second, the language intervention with sibling involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between per-treatment and post-treatment in the number of semantic elations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 한국동서정신과학회 2003 동서정신과학 Vol.6 No.2

본 연구는 놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 어떤 영향을 미치는지에 대해서 알아보고자 하는 것이다. 본 연구자가 정한 기준에 따라 5명의 언어장애 아동을 연구대상으로 선정하였다. 연구는 사전 단계, 중재 단계, 사후 단계의 세 단계로 나누어 실시하였다. 사전 단계에서는 각 연구대상 아동들의 언어능력 평가를 실시하였는데, 부모와의 인터뷰 실시, 관찰 실시, 언어샘플 수집 등의 하위 단계로 나누어 실시하였다. 중재 단계에서는 놀이중심의 집단 언어중재 프로그램을 연구 대상 아동들에게 주 2회기씩, 총 30회기 동안 제공하였다. 사후 단계에서는 사전 단계와 동일한 언어검사 실시 및 언어샘플을 수집하였다. 본 연구에서 사용한 언어장애 아동의 물리적 환경 및 교육적 환경을 고려하여 본 연구자가 고안한 언어중재 프로그램이다. 이 프로그램에서는 총 10가지의 놀이 활동을 제시하였는데, 이것을 다시 회기마다 포함되는 공통 활동 2가지와 회기마다 변화되는 활동 8가지로 구분하였다. 회기마다 포함되는 공통 활동으로는 자유놀이와 집단 시간이 있고, 회기마다 변화되는 활동들로는 수수께끼, 움직이기, 만들기/그리고, 운동게임, 역할놀이, 끝말잇기, 요리하기, 보물찾기가 있다. 연구 대상에 대한 사전-사후 검사 결과 의사소통 의도 다양성, 의미관계 다양성, 수용언어능력, 표현언어능력, 문장이해능력, 언어이해·인지능력, 그럼어휘능력은 유의미한 차이가 있는 것으로 나타났다. 그러나, 어휘다양도에서는 유의미한 차이가 발견되지 않았다. 따라서 본 연구 결과, 놀이중심의 집단 언어중재 프로그램이 언어장애 아동에게 언어능력 중 화용론 측면과 의미론적 측면뿐만 아니라 전반적인 언어능력을 높이는 데 효과가 있음이 증명되었다. The study was aimed at clarifying the effects of a Group Language Intervention in children with language disorders. Five subjects were selected and two speech-language pathologists engaged in the group language intervention. In the groupnal language intervention, activities consisted of group time, playing riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

기능적 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 대불대학교 2003 論文集 Vol.9 No.1

This study was aimed atclarifying the effects of a Functional Language Intervention in children with language disoders. Five subjects were selected and two speech-language pathologists engaged in the functional language intervention. In the functional language intervention, activities consisted of group time, palying riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

눈동자 운동이 가능한 컬러 스테레오 머리-눈 시스템의 개발

황보명(Myung Hwang-Bo),유범재(Bum-Jae You),오상록(Sang-Rok Oh),이종원(Jong-Won Lee) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

경직형 마비성 구어장애 환자의 음절교호운동율

황보명(Bo-Myung Hwang),정옥란(Ok-Ran Jeong),강수균(Soo-Kyoon Kang) 한국언어치료학회 2000 言語治療硏究 Vol.9 No.1

취학 전 아동의 음운인식, 어휘력, 듣기 이해력

황보명 ( Hwang Bo Myung ) 아시아문화학술원 2017 인문사회 21 Vol.8 No.1

본 연구는 5, 6세 아동들의 음운인식을 알아보고, 이들의 음운인식과 어휘력, 듣기 이해력과의 관계를 살펴보고자 하였다. 이를 위하여 광주광역시 소재 어린이집에 재원하고 있으며, 공식 언어발달검사에서 전형적인 발달을 보이고 있는 5, 6세 아동 각각 12명씩, 총 24명이 본 연구에 참여하였다. 아동에게 개별적으로 음운인식검사와 수용·표현어휘력검사, 한국아동토큰검사-2를 실시한 결과, 6세 아동은 5세 아동보다 단어단위, 음절 단위에서 높은 음운인식을 나타내었다. 과제별로 살펴보았을 때, 단어 단위에서는 탈락, 변별 과제, 음절 단위에서는 탈락, 변별, 합성, 대치, 분절 과제에서 연령 간 유의미한 차이가 나타났으나, 수세기 과제에서는 유의미한 차이를 보이지 않았다. 또한 취학 전 아동의 음운인식은 수용어휘력 및 표현어휘력과 높은 상관을 보였으며 듣기 이해력과도 높은 상관을 보였다. 본 연구는 다양한 음운인식 과제를 활용함으로써 음운인식검사도구 개발의 필요성을 제시하였으며, 음운인식과 어휘력 및 듣기 이해력과의 관계를 규명하였다는 점에서 의의가 있다. The purpose of the present study is to identify phonological awareness according to various linguistic levels and tasks for preschoolers, especially 5- and 6-years old. Another purpose is to identify the relation between phonological awareness and vocabulary abilities, and auditory comprehension. Twenty four children in Gwangju city took part in this study and they were tested by trained examiners individually for The Receptive & Expressive Vocabulary Test, Korean-Token Test for Children-2 and assessment of phonological awareness(PA). The results of the present study are summarized as follows. First, there were significant differences between 5- and 6-years old children for PA both in word and syllable level. And there were significant differences between groups for PA on elision and discrimination task in word level. Also there were significant differences between groups for PA on elision, discrimination, blending, substitution and segmentation task in syllable level. But there was no significant difference between groups for PA on counting task in syllable level. Second, there were significant relationship between PA and vocabulary abilities. Third, there were significant relationship between PA and auditory comprehension. PA in preschoolers were developing from large-segment (i.e. words) to small-segment(i.e. phonemes) and were closely related to language skills like vocabulary and auditory comprehension.

요구하기 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명(Bo-Myung Hwang),강수균(Soo-Kyoon Kang) 한국언어치료학회 1997 言語治療硏究 Vol.6 No.-

한국어-영어 이중언어 아동과 영어 단일언어 아동의 어휘발달 및 음운단기기억

황보명 ( Bo Myung Hwang ) 이중언어학회 2012 이중언어학 Vol.50 No.-

The present study compared the vocabulary development and phonological short-term memory of equivalently high-SES samples of 16 bilingually and 16 monolingually developing children at 22 months old. The vocabulary development was measured with the number of productive vocabulary through M-B CDI in each languages. The short-term memory was measured with the accuracy of nonword repetition. The English monolingually developing children were significantly more advanced than the Korean-English bilingually developing children on measures of both the English vocabulary development and English phonological short-term memory. In Korean-English bilingual children, Korean and English phonological short-term memory were positively correlated and unrelated to the balance of language exposure. And Korean phonological short-term memory and Korean vocabulary development were positively correlated. In English monolingual children, English phonological short-term memory and English vocabulary development were positively correlated. These findings suggest that children exposed to Korean and English have a phonological short-term memory that is not specially turned to either language and that supports the development of the vocabulary. (George Washington University)

다운증후군 아동과 일반 아동의 이야기 말하기 능력 비교 연구

황보명(Bo-Myung Hwang) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.4

The purpose of this study was to compare the story generation abilities of children with Down syndrome(DS) and typically developing children(TD). The total participants were 10 DS and 10 TD with same language level. The story generation abilities were examined by telling about the 『Three little pigs』 story book. The story generation abilities were analysed by structure concepts and grammatical abilities(the number of total utterance, the number of total words, the frequency of the nine parts of speech, and the frequency of simple sentence and complex sentence). The result obtained in this study were as follow:First, the story structure concepts of DS were significantly lower than TD.Second, the grammatical abilities of DS were significantly lower than TD in aspects of the number of total words, the frequency of numerals, adverb and postposition, and complex sentence.Third, TD and DS represented different correlation between the story structure concepts and grammatical abilities.