쓰기 중재 프로그램이 뇌성마비 아동의 초기 쓰기 기술에 미치는 효과

The Effect of Writing Intervention Program on Early Writing Skills of Cerebral Palsy Children

본 연구에서는 뇌성마비 아동의 초기 쓰기 기술 지도를 위한 쓰기 중재 프로그램의 효과를 알아보고자 하였다. 연구대상은 보완·대체 의사소통 도구인 의사소통판을 사용하는 9-10세 뇌성마비 아동 3명이었으며, 대상자간 중다간헐기초선 설계를 사용하였다. 중재는 주당 3-4회, 1회 30분-40분 동안 이루어졌으며, 중재 프로그램은 목표 문자 소개, 문자-소리 대응, 첫소리 문자 선택, 이야기 쓰기 활동으로 구성되었다. 연구결과 본 연구에서 적용한 직접교수법에 의한 쓰기 중재 프로그램은 보완·대체 의사소통을 사용하는 뇌성마비 아동의 초기 쓰기 기술 변화에 긍정적인 효과가 있었다.

The purpose of this study was to investigate the effects of writing intervention program applying direct instruction on early writing skills of cerebral palsy children using Augmentative and Alternative Communication(AAC). For this purpose, three cerebral palsy children using AAC was selected. Multiple-probe baseline design across subjects has been used. Early literacy was measured by selecting initial sound letters(i.e.,ㅁ,ㅇ,ㅂ,ㄴ,ㄷ) of word and responding to letter-sound correspond. The instruction program consisted of four activities: introduction of the target letter, letter-sound correspondence, selection of initial letter, and writing workshop activity using AAC. After intervention, early writing skills(i.e. letter-sound correspond skill and selection of initial letter) were investigated for baseline, intervention, generalization and maintenance. The results of this study were as follows: First, writing program applying direct instruction increased the skill of letter-sound correspond of cerebral palsy children using AAC. And letter-sound correspond skill was generalized when another teacher present letter orally instead of instructor. Second, writing program applying direct instruction increased the selection skill of initial letter of cerebral palsy children using AAC. And selecting initial letter of novel words was generalized when the instructor show a picture without orally presenting the word. The purpose of this study was to investigate the effects of writing intervention program applying direct instruction on early writing skills of cerebral palsy children using Augmentative and Alternative Communication(AAC). For this purpose, three cerebral palsy children using AAC was selected. Multiple-probe baseline design across subjects has been used. Early literacy was measured by selecting initial sound letters(i.e.,ㅁ,ㅇ,ㅂ,ㄴ,ㄷ) of word and responding to letter-sound correspond. The instruction program consisted of four activities: introduction of the target letter, letter-sound correspondence, selection of initial letter, and writing workshop activity using AAC. After intervention, early writing skills(i.e. letter-sound correspond skill and selection of initial letter) were investigated for baseline, intervention, generalization and maintenance. The results of this study were as follows: First, writing program applying direct instruction increased the skill of letter-sound correspond of cerebral palsy children using AAC. And letter-sound correspond skill was generalized when another teacher present letter orally instead of instructor. Second, writing program applying direct instruction increased the selection skill of initial letter of cerebral palsy children using AAC. And selecting initial letter of novel words was generalized when the instructor show a picture without orally presenting the word.