보완대체 의사소통 체계를 통한 또래 중재가 중도 지체장애유아의 의사소통 행동에 미치는 효과 = Effects of Peer-mediated Intervention via AAC on the Communicative Behaviors of Children with Severe Physical Disabilities

국문 초록 (Abstract)

배경 및 목적: 본 연구는 중도장애유아가 통합된 어린이집의 대화상대자인 또래에게 보완대체 의사소통(Augmentative and Alternative Communication: AAC, 이하 AAC)을 이용한 대화상대자 의사소통 중재기술을 훈련하는 또래 중재의 효과를 알아봄으로서, 향후 일반 유아교육기관에 통합된 중도장애유아의 교육프로그램에 대한 시사점을 제공하고자 하였다. 방법: 대상자간 중다 간헐 기초선 설계를 사용하여, AAC를 이용한 의사소통 기술을 포함한 또래 중재의 영향을 대상 장애유아의 또래에 대한 시작행동 및 반응행동, AAC 도구를 사용한 시작행동을 통해 알아보았다. 결과: 첫째, 본 중재는 세 명의 장애유아의 또래와의 시작행동과 반응행동 발생률을 증가시켰으며 증가된 발생률은 중재가 종료된 후에도 유지되었다. 둘째, 중재를 통해 세 명의 장애유아가 AAC를 사용하여 시작행동을 보이는 발생률이 증가되었으며 증가된 발생률은 중재가 종료된 후에도 유지되었다. 논의 및 결론: 구어능력이 제한된 중도의 뇌성마비 유아들이 통합된 환경에서 교육받을 때 또래들에게 적절한 AAC 사용방법을 교수하여 실행하는 또래 중재가 장애유아들에게 의미 있는 의사소통 행동의 증진을 가져온다고 볼 수 있다.

다국어 초록 (Multilingual Abstract)

Background & Objectives: The purposes of this study were 1) to examine the effects of peer mediation via augmentative and alternative communication (AAC) training method, and 2) to provide some implications for integrated programs of children with physical disabilities (PD) in general preschool settings. The peer children in this study were defined as everyday role play counterparts of the children with PD in integrated daycare centers. Methods: We calculated the occurrence rates of the following three types of behaviors of the three children with PD: 1) initiation behaviors, 2) response behaviors, and 3) initiation behaviors utilizing AAC method. A multiple probe baseline design across the participants was used. Results: The peer mediation increased the occurrence rate of 1) initiation behaviors of the children with PD; 2) response behaviors of the children with PD; and 3) incidence rate of initiation behaviors utilizing AAC method of the children with PD. The occurrence rates of all three behaviors were continued even after the mediation was terminated. Discussion & Conclusion: A peer-mediated intervention by means of applying good AAC conversation skills seems to be an effective method in facilitating communicative behaviors of children with PD in inclusive preschool environment. Implications for preschool inclusion and especially for children with severe PD were discussed.

목차 (Table of Contents)

• I. 서론
• II. 연구방법
• III. 연구결과
• IV. 논의 및 결론

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