그림책과 미술활동을 활용한 의사소통촉진 프로그램이 발달지체유아의 의사소통능력에 미치는 효과

Developments and Effects of the Programs for Promoting Communication skills in the Children with Developmental Delay by Picture books and Art Activities

본 연구는 그림책과 미술활동을 활용한 의사소통촉진 프로그램이 발달지체유아의 의사소통능력에 미치는 효과를 알아보는데 연구의 목적이 있다. 연구대상은 통합어린이집에 재원중인 발달지체유아로 수용언어 및 표현언어 발달척도(PRES), 아동발달검사(K-CDI)에서 발달연령이 생활연령에 비해 1년 이상 지체된 발달지체유아 3명이다. 이들에게 주 3회, 30분씩 그림책과 미술활동을 활용한 의사소통촉진 프로그램 중재를 실시하였다. 효과 검증을 위해 대상자간 중다 간헐 기초선 설계(multiple probe baseline across participants)를 기초선, 중재, 유지 순으로 실시하였다. 결과 도출을 위해 수집된 자료들의 발생빈도를 측정하였다. 그에 따른 연구결과는 그림책과 미술활동을 활용한 의사소통촉진 프로그램이 발달지체유아의 요구하기와 반응하기 관련 의사소통능력에 긍정적인 효과가 있었다. 따라서 본 연구는 그림책과 미술활동을 활용한 의사소통촉진 프로그램이 발달지체유아의 의사소통능력 향상을 위한 적절한 교수방법으로 사용가능함을 시사하고 있다.

The purpose of this study is to observe the effects on communication skills in the children with developmental delay via the program for promoting communication skills by picture books and art play activities. The subjects of the study were three children with developmental delay, who were from Y integrated kindergarten in K city and were diagnosed with developmental delay. And all of them are one year more delayed than their peers from PRES and K-CDI(Korea-Child Development Inventory: K-CDI). The researcher conducted the intervention phase with each individual via the program for promoting communication skills by picture books and art activities. Each session was 30 minutes long and held three times per week in a comfortable art room: 28 sessions with Child A, 25 sessions with Child B, and 22 sessions with Child C. Multiple probe baseline across participants was used to prove the effect of this study, and it was conducted in this phase order: baseline-intervention-maintenance. The occurrence frequencies in collected materials were recorded with event recording for the results. For the procedure, the researcher used each picture book repeatedly 2-3 times in a total of 10 books, and the intervention phase was conducted to promote the communication in requesting and responding in the process of drawing, decorating, and making with multisensory media related to art activities according to contents and roles in the picture books. The results of this study are below: First, the program for promoting the communication skills in the children with developmental delay by picture books and art activities had positive effects on requesting (requesting objects, requesting behavior) of the children with developmental delay. Second, the program for promoting the communication skills in the children with developmental delay by picture books and art activities had positive effects on responding (accommodative responding, rejective responding) of the children with developmental delay. Therefore, this study has a signification in applying this program to the children with developmental delay who have difficulties in concentration, motivation and spontaneous communication skill. And it suggests that the program in this study is applicable to the future educational arena as a valuable educational program for promoting communication skills in requesting and responding of the children with the developmental delay.