The Effect of Integral Movement Therapy Program with the Marian Chase Technique on Peer Relationship and Behavior of Deviation of the Students with Autism Spectrum Disorder for SAFETY
Purpose: The purpose of this study is to validate the effect of a movement therapy program applying the Mar-ian Chase Technique on the peer relationship and behavior of deviation within the integral education for the non-disabled and disabled of the same age. Method: In this study, the students without disability participated in the experiment to validate the effective-ness of the integral movement therapy program applying the Marian Chase Technique. A total of 12 movement therapy programs were carried out once per week from September 4, 2019 until November 27, 2019 for 3 stu-dents with disability and 7 students without disability who participated in the M University’s movement therapy program. Results: As a result of measuring the peer relationship of the movement therapy program in the integrated en-vironment, and student A improved by 32 points from 2 points during the 1st round to 34 points during the 12th round, and student B increased by 8 points from 1 point during the 1st round to 9 points during the 12th round. Furthermore, student C improved by a total of 21 points from 11 points during the 1st round to 28 points during the 12th round. As a result of measuring the frequency of behavior of deviation by period through the movement therapy program, student A with disability decreased by 75% from 4 times during the 1st round to once during the last 12th round on average. Student C with disability decreased by 50% from 6 times during the 1st round to 3 times during the 12th round, and student B with disability decreased by 25% from 8 times during the 1st round to 6 times during the 12th round. Conclusion: Consequently, it was evident that the effect of the movement therapy program for which the inte-gral education was carried out has had an effect on the peer relationship and behavior of deviation of the chil-dren with mild autism. It is considered that the studies to develop an individualized movement therapy program for the students with autism demonstrating differences is needed.
2. Research Method