만 3세 발달지연 아동의 조기 중재가 자세조절 및 언어능력에 미치는 영향: 사례연구

The Impact of Early Intervention on Posture Control and Language Abilities in 3-Year-Old Children With Developmental Delay: A Case Study

목적: 본 연구는 감각통합프로그램이 만 3세 발달지연아동의 자세조절 및 언어능력에 미치는 영향에 대하여 알아보았다. 방법: 연구대상은 만 3세 아동 1명으로, 실험 기간은 2024 년 4월부터 동년 5월까지 8주간 주 3회 40분으로 총 12회, 언어치료는 8주간 주 2회 40분 총 8회 진행되었다. 감각처리능력은 K-CSP-Ⅱ로 측정하였으며, 언어능력은 SELSI와PRES를 통해서 측정하였다. 중재의 효과를 알아보기 위해중재 전과 후의 결과 값을 비교하였다. 결과: K-CSP-Ⅱ의 사분면 결과 등록(방관자) 영역에 변화가 있었으며, 감각영역에서는 몸 위치처리 능력에 변화가나타났다. K-DDST-Ⅱ에서는 미세운동-적응, 언어발달, 운동발달 영역 및 최종결과에 변화가 있었으며, 언어발달 평가중 SELSI에서는 표현 언어에서 변화가 있었고, PRES 검사에서는 수용언어, 표현언어, 통합언어 모두 향상되었다. 결론: 본 연구의 결과는 발달지연으로 선별된 아동에게조기 중재의 효과를 확인하였다는 점에서 시사점이 있었다

This study investigated the effects of a sensory integration program on posture control and language abilities in preschoolers with developmental delay at the age of 3. The study included a single subject, a 3-year-old child, with the intervention period lasting from April to May 2024, consisting of 8 weeks with sessions conducted 3 times a week for 40 minutes each, totaling 12 sessions. Language therapy was conducted for a total of 8 sessions, twice a week for 40 minutes each over 8 weeks. One occupational therapist evaluated K-DDST-II, K-CSP-II, and a combined assessment of K-DDST-II and K-CSP-II to determine if the participant met the selection criteria before the screening and intervention. Language development assessments, including SELSI and PRES, were conducted by one speech therapist. As a result of the study, the child's K-CSP-II quadrant shifted from showing more behaviors than peers in the ‘Registration/Bystander’ area to having behaviors similar to peers. Additionally, in the sensory session, there was a shift from showing more behaviors than peers to behaviors similar to peers in the ‘Body Positioning Processing’ category. In the K-DDST-II results, changes were observed in fine motor skills, adaptation, language, motor development, and final outcome categories. In the language assessment results from SELSI, changes were noted in expressive language scores. Furthermore, in PRES, there was a change from initially scoring at a 28-month level in receptive language, expressive language, and integrated language to scoring at a 35-month, 33-month, and 34-month level, respectively, after intervention. While this study found positive effects of early intervention on sensory processing, postural control, and language development, it is not possible to generalize the results of this study to all children in developmental stages. Therefore, future research should focus on conducting multidimensional studies on the effectiveness of early intervention services targeting early identified infants and toddlers.