본 연구에서는 상황이야기 중재가 자폐성 장애아동의 자발적 발화에 미치는 효과와 중재가 끝난 후에도 효과가 일반화되고 유지되는지를 알아보았다. 연구대상은 일반학교의 특수학급에 입급된 초등 1-2학년의 자폐성 장애 아동 3명이며, 실험설계는 대상자간 중다 간헐 기초선 설계를 사용하였다. 중재는 각 아동의 능력과 특성에 맞게 제작된 상황이야기 책을 함께 읽는 것으로 각 대상아동들의 특수학급에서 쉬는 시간에 실시하였다. 목표 행동에 대한 관찰은 수업시간에 이루어졌으며 교사와 또래들과의 상호작용 중 나타나는 대상아동들의 자발적 변화를 측정하였다. 연구 결과, 상황이야기 중재는 자폐성 장애 아동의 자발적 시도 발화와 자발적 반응발화를 증가시켰으며 중재가 이루어지지 않은 다른 장소에서도 일반화되었고 중재가 종료된 후 유지되는 것을 관찰할 수 있었다. 따라서 상황이야기 중재는 자폐성 장애 아동에게 쉽게 적용할 수 있는 상황이야기의 틀을 제시하였다는 점에서 그 의의를 찾을 수 있다.
The purpose of this study was to examine whether social intervention increases the spontaneous utterance of children with autistic disorder. For this purpose, three children with autistic disorder were selected and multiple prove baseline design across subjects has been used. The intervention was practiced in classroom during the break time. Evaluation was made for 15-minute observation session of education activities using event recording system and anecdotal records. The evaluation was made after intervention. The 2 generalization sessions were conducted to examine the generalization across setting. Two weeks after the intervention was completed, maintenance effects were evaluated in the same setting as the baseline condition. The results of this study showed as follows: First, the social story intervention programs were effective to increase the spontaneous initiation-utterance for the children with autistic disorder. Second, the social story intervention programs were effective to increase the spontaneous response-utterance for the children with autistic disorder. Third, frequency of spontaneous utterance increased during interventions period was generalized in three children with autistic disorder. Fourth, frequency of spontaneous utterance increased during intervention period was maintained after stopping the intervention. These results indicated that the social story intervention is effective for increasing spontaneous utterance of children with autistic disorder and also for generalizing and maintaining the spontaneity. More than 60% of the studies that applied social story intervention focused on reducing problem behaviors of children with autistic disorder. However, this study is significant for expanding communicative behaviors of children with autistic disorder like increasing their spontaneous utterance. Moreover, it is also significant for presenting target children's changes more concretely by analyzing the collected materials based on visual analysis and anecdotal records. Follow-up studies should continue to research systematically and scientifically based on the existing studies.
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