비디오 모델링을 활용한 자기점검전략이 지적장애 중학생의 재활용품 분리배출기술에 미치는 영향

The Effects of Self-Monitoring Strategy Combined with Video Modeling on the Acquisition of recyclable materials Recycling Techniques for Middle School Students with Intellectual Disabilities

본 연구는 비디오 모델링을 활용한 자기점검전략이 특수학급 지적장애 중학생의 분리배출기술에 미치는 영향을 알아보고자 하였다. 연구 대상은 지적장애 중학생 3명을 대상으로 점심시간 및 쉬는시간에 특수학급 교실에서 대상자간 중다기초선 설계를 적용하였다. 중재는 연구 참여자에게 익숙한 또래 비디오 모델링을 활용하여 자기점검표와 함께 제시하였다. 자료수집을 위하여 분리배출기술 체크리스트를 사용하였다. 자료처리는 정반응 수의 백분율을 구하였으며, 측정된 자료를 시각적 그래프로 나타내었다. 연구 결과는 비디오 모델링을 활용한 자기점검전략이 특수학급 지적장애 중학생의 분리배출기술을 증가시키고 시간의 유지와 장소의 일반화에 효과적으로 나타났다. 이러한 결과를 바탕으로 비디오 모델링을 활용한 자기점검전략이 분리배출기술에 미치는 효과와 그 의의에 대하여 논의하였다.

The purpose of this study was to examine the effects of video modeling combined with self-monitoring strategies on the recycling techniques of middle school students with intellectual disabilities. The research questions were as follows: First, how does the video modeling combined with self-monitoring strategies affect on recycling techniques of middle school students with intellectual disabilities? Second, how does the video modeling combined with self-monitoring strategies affect its maintenance and generalization of recycling techniques for an middle school studensts with intellectual disabilities? Three middle school students with intellectual disabilities, with an average age of 14.8, participated in the study. Multiple probe design across subjects were utilized for this study. The result of the study were as follows: video modeling combined with self-monitoring improved the recycling techniques of the participant. The effects were maintained after withdrawing the intervention. The average of non-overlapping data points(PND) was 100%, indicating a ‘high effective level’ intervention effect. The results of this study suggested that video modeling combined with self-monitoring strategies was an effective intervention enhancing recycling techniques for middle school students with intellectual disabilities. The results were maintained until two weeks later after intervention and were generalized to the home environment.