통합 환경에서 모델링과 최소-최대 촉진이 장애 유아의 보드게임 놀이 기술과 사회적 놀이 참여 행동에 미치는 효과 = The Effects of Modeling and Least-to-Most Prompting on Board Game Play Skills and Social Play Engagement in Young Children with Disabilities in Inclusive Classrooms

다국어 초록 (Multilingual Abstract)

This study investigated the effects of modeling and least-to-most prompting on board game play skills and social play engagement in young children with disabilities in inclusive classrooms. Three children who have difficulties engaging in play and social interactions in inclusive classrooms were included in the study. A modeling and least-to-most prompting intervention was implemented to improve their board game play skills and social play engagement with their peers, and a multiple baseline across subjects design was employed to evaluate the effects of the intervention. The experimental conditions included baseline, intervention, maintenance, and generalization. In the results, the children showed increases in board game play skills and social play engagement after the intervention, and the effects were maintained. In addition, the generalization effects were observed while they played with an untaught board game. The implication of this study is that the board game play skills and social play engagement with the peers of young children with disabilities increased with direct and systematic instruction during the free play in inclusive classrooms.