‘Wh- 질문’을 활용한 그림교환의사소통체계(PECS)가 자폐스펙트럼장애 학생의 문장 말하기에 미치는 효과 = The Effects of Picture Exchange Communication System (PECS) Using ‘Wh-questions’ on Sentence Speaking of Student with Autism Spectrum Disorder

다국어 초록 (Multilingual Abstract)

Background and Objective: This study examined the effects of the picture exchange communication system (PECS) using ‘Wh- questions’ on the sentence speaking of a student with autism spectrum disorder (ASD). Method: The participant is a middle course student with ASD, currently attending a special education school. Sentence speaking means speaking sentences using all the vocabulary picture cards listed in the communication book. This refers to: 1) Answering the teacher’s questions in sentences, 2) Speaking with sentences while looking at the picture cards, 3) Repeating the sentences spoken by the teacher. PECS using the ‘Wh- questions’ is to first present ‘Wh- questions’ to remind the sentence components necessary to speak. Then teach sentence speaking to the student by identifying the vocabulary picture card corresponding to the components and composing the sentence on the PECS communication book. The changing criterion design was used, and the functional relation was proven by adjusting the criterion size and the section length. This is shown in the 3rd and 4th sections of the intervention. Results: As a result of the visual analysis, the percent of correct responses of sentence speaking improved as much as the criterion. Also, the effects of the intervention were maintained after the experiment. Conclusion: This study provides information on practical intervention procedures and vocabulary selection methods for teaching students regarding speaking sentences in schools, and suggests follow-up studies that can improve students’ sentence speaking.

국문 초록 (Abstract)

배경 및 목적: 본 연구는 ‘Wh- 질문’을 활용한 그림교환의사소통체계(PECS)가 자폐스펙트럼장애 학생의 문장 말하기에 미치는 효과를 살펴보았다. 방법: 연구 참여자는 특수학교 중학과정에 재학 중인 학생 1명이다. 문장 말하기는 의사소통판에 자신이 스스로 구성한 어휘 그림카드를 모두 포함하여 1) 교사의 질문에 문장으로 대답하기, 2) 어휘 그림카드를 보며 문장으로 말하기, 3) 교사가 말하는 문장을 따라서 말하기를 수행하는 것이다. ‘Wh- 질문’을 활용한 PECS는 먼저 ‘Wh- 질문’을 제시하여 문장 말하기에 필요한 문장성분을 상기시킨 뒤, 그 단어에 해당하는 어휘 그림카드를 찾아 PECS 의사소통판에 문장을 구성하게 하여 문장 말하기를 지도하는 것이다. 기준변경설계를 사용하였으며 중재 단계 3, 4구간에서 기준 크기와 구간 길이를 조정하면서 기능적 관계를 입증하였다. 결과: 시각적 분석 결과, 문장 말하기의 수행률이 기준에 맞게 향상되었고 중재의 효과는 실험 이후에도 유지되었다. 논의 및 결론: 본 연구는 학교에서 문장 말하기를 지도하기 위한 실제적인 중재 절차와 어휘 선정 방법에 관한 정보를 제공하며, 자폐스펙트럼장애 학생들의 문장 말하기를 증진하기 위한 후속연구에 대해 제언하였다.

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