소집단 부모참여프로그램이 어머니와 발달지체 영유아의 상호작용행동 및 영유아의 언어능력에 미치는 영향

The effects of small group parent education program for the interaction behavior between the mothers and their young children with developmental delays and the language abilities of young children

  본 연구는 최근 언어 및 의사소통 장애영유아의 조기중재에 있어서 부모참여의 중요성이 대두되고 있음에 따라 발달지체 영유아들의 언어 및 의사소통 능력 발달에 유용한 소집단 부모참여프로그램을 구성하여 발달지체 영유아들의 부모들에게 실시한 후 그 효과를 살펴보고자 하였다. 본 연구는 실험집단 11명의 영유아들에게는 주 1회, 30분씩 개별언어치료가 제공되었고 실험집단 11명의 어머니들에게는 2명-5명의 소집단을 구성하여 매주 1회, 1시간씩, 9회기의 부모교육과 3회기의 비디오 피드백을 위주로 한 개별상담으로 구성된 소집단 부모참여프로그램이 제공되었다. 본 연구는 사전ㆍ사후 검사 통제 집단 설계 (pretest-posttest control group design)를 사용하였으며, 연구결과는 실험집단과 통제집단 어머니와 영유아의 상호작용행동의 변화정도에는 통계적으로 유의한 차이가 나타났다. 그리고 실험집단과 통제집단 영유아의 언어능력의 변화정도에 있어서는 두 집단 간 점수의 차는 실험집단의 경우가 더 크게 나타났으나 통계적으로 유의한 차이가 나타나지 않았다. 이상의 연구결과를 통해 소집단 부모참여프로그램이 어머니의 상호작용행동과 영유아의 상호작용행동에 긍정적인 영향을 미쳤음을 살펴 볼 수 있었다.

&nbsp;&nbsp;The purpose of this study was to develop a small group parent education program that helps the parents of young children with disabilities actively participate in their children&quot;s interaction behavior and language and communication development. In this study, the pretest-posttest control group design was used, in which there were an experiment and a control groups. This study was performed as follows; small groups (2-5 persons per group) were formed out of 11 mothers in the experiment group, and provided with one-hour parent education every week for 9 times out of 12. The individual session was taken for 30 minutes. During the video feedback, special care was taken for the mothers who lacked technical skills for the play time with their child. Along with this parent education program, language intervention was given to infants in the experiment group for 30 minutes per week.<BR>&nbsp;&nbsp;The results of this study were as follows: First, a significant statistical difference in mothers&quot; interactions with their children existed between those who received the parent education program and those who did not. Second, statistically, there was a significant difference in children&quot;s&quot; interactions between children in the experiment group and those in the control group. Third, the communicative abilities of children in both experiment and control groups were improved. But there was not statistically significant difference in these abilities between the groups. Such findings indicated that the small group parent education resulted in the improvement of both mothers and children&quot;s interactive behaviors and children&quot;s communicative abilities.