이 연구의 목적은 비디오 자기모델링 중재가 현장실습에 참여한 전공과 정신지체 학생의 생산성과 독립적 작업수행 기술 향상에 어떠한 영향을 미치는 지를 알아보는 데 있다. 이를 위하여 전공과에 재학 중인 정신지체 학생 3명을 대상으로 시계열 설계 방법을 적용하여 비디오 자기모델링 중재를 실시하였다. 중재환경은 지역 산학협력 업체의 보호작업장이었고, 비디오 자기모델링 프로그램은 약 8분 분량으로 제작되었으며, 주 3회씩 총 12회가 실시되었다. 생산성은「생산량 기록지」와「생산성 요인 평가지」, 독립적 작업수행 기술은「독립적 작업수행 기록지」와「독립적 작업수행 요인 평가지」를 이용하였으며, 시계열에 따라 중재 실시 전․후에 각 4회씩, 총 8회에 걸쳐 측정하였다. 연구결과, 비디오 자기모델링 중재는 첫째, 정신지체 학생의 생산성이 증가되고 생산성관련 요인에 긍정적인 영향을 미치는 것으로 나타났으며, 둘째, 정신지체 학생의 독립적 작업수행 기술이 향상되고 독립적 작업수행 요인에 긍정적인 영향을 미치는 것으로 나타났다. 향후 후속연구에서는 비디오 자기모델링이 다양한 직업관련 기술 교수에 미치는 영향을 알아보는 연구와 정신지체인의 생산성과 독립적 작업수행 기술에 대한 상관연구도 요구된다.
The purpose of this study was to examine the effects of video self-modeling intervention on production and independent job performance of students with mental retardation in major course who participated in field practice. The subjects of this study included three students with mental retardation doing major course. As for study design, time-series design was employed. The intervention environment of video-self modeling used in this study was the sheltered-workshop of industry and academy collaborating companies in community. The duration of a video-self modeling program was eight minutes. The program was practiced by a major course teacher three times a week for four weeks(a total of 12 times). The production of students with mental retardation was measured using「production quantity record」and 「production factor record」. In addition, in order to measure independent job performance,「independent job performance record」and「independent job performance factor record」were employed. According to time-series, the production and independent job performance were measured before and after the intervention four times each. The results were summarized as follows. First, video-self modeling intervention was found to have positive effects on the production of students with mental retardation. Second, video self-modeling intervention was found to have positive effects on the independent job performance of students with mental retardation. Based on the study results, the following conclusions and suggestions were made. First, future studies should be conducted with setting video self modeling and various task related skill teaching as the independent variable and the dependent variable respectively. Second, future studies on job relate skill factor should examine the relationship between production and independent job performance factor.
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