개별 시도 훈련을 이용한 지적장애 아동의 수 개념화 학습 프로그램의 효과 : 사례연구

Improvement of Basic Number Concept by Using Discrete Trial Training for a Child with Intellectual Disability

Children who have intellectual disability usually have difficulties in learning basic number concept. The difficulties are caused by their characters and inappropriate instruction although they are in need of special instructions. There are three recommended learning principles to children with mental retardation. such as direct instruction. CSA(Concrete-Semiconcrete-Abstract) method, emphasizing experience in number. These principles and Applied behavioral analysis were used for teaching abstract number sense by using concrete materials to a child with mild intellectual disability. 9 materials (coloring, wooden blocks, clips, fingers, magnetic fishing game, stamps, animal stickers, peg play, magnet) were used as independent variables and the abstract number task was used as dependent variable. Treatment components used in this program were prompts, positive reinforcement, DRO(differential reinforcement of zero responding), extinction, and using an AB-design, the performance rate of task was compared. The percentage of successful performance has increased to 95.6% in basic number concept task. Additionally, now he can add and subtract within 20, which he was not able to do at the beginning.