강화된 환경중심 의사소통중재가 지적장애아동의 의사소통기능 산출 형태에 미치는 영향

• 영문명: Effects of Enhanced Milieu Communication Teaching on utterance Patterns of Communication Function of Children with Intellectual Disabilities
• 발행기관: 한독심리운동학회
• 저자명: 송희선
• 간행물 정보: 『심리운동연구』제9권 제1호, 47~66쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2023.03.30

국문 초록

이 연구는 강화된 환경중심 의사소통중재가 지적장애아동의 의사소통 기능의 산출 형태에 미치는 영향을 알아보고자 전주 C초등학교에 재학 중인 아동 3명을 대상으로 대상자간 중다간헐기초선 설계를 사용하여 중재를 실시하였다. 강화된 환경중심 의사소통 중재는 30분씩 일주일에 2회씩 실시하였다. 이 연구를 통하여 다음과 같은 결과를 얻었다. 첫째, 강화된 환경중심 의사소통 중재는 지적장애아동의 의사소통 기능 총 산출 형태에 긍정적인 영향을 미쳤다. 즉 의사소통기능 산출 형태의 빈도 증가와 산출 형태인 몸짓, 발성, 말이 증가하고 일반화되었으며, 의사소통기능 산출 형태가 유지되는 것으로 나타났다. 둘째, 강화된 환경중심 의사소통중재는 지적장애아동의 의사소통기능 요구하기의 산출 형태, 반응하기의 산출 형태, 구성요소의 산출 형태, 객관적 언급하기의 산출 형태에 긍정적인 영향을 미친 것으로 나타났다.

영문 초록

The purpose of this study was to examine the influence of enhanced milieu communication teaching on utterance patterns of communication function of children with intellectual disabilities. The subjects in this study were three selected children in an elementary school in Jeonju. A multiple probe design across subjects was used to provide intervention, and enhanced milieu communication teaching was offered twice a week, 30 minutes each. The findings of the study were as follows: First, enhanced milieu communication teaching had a positive impact on the overall communication patterns of the children with intellectual disabilities. There was an increase in the frequency of communication and in the use of gestures, vocalization and words that were communication patterns. And their improved communication patterns remained unchanged. Second, enhanced milieu communication teaching exerted a positive influence on the demanding communication pattern of the children with intellectual disabilities. their responding communication pattern, the components of their communication patterns and their objective mentioning communication pattern. The above-mentioned findings showed that there were shifts in the communication patterns of the children with intellectual disabilities from gestures gradually to vocalization and from vocalization to words thanks to enhanced milieu communication teaching. The children with intellectual disabilities who were poor at starting communication on their own in social situations communicated through gestures and vocalization at first and then gradually showed an increase in the use of words, which are the form of language. The reason that the children whose language ability was all different showed an increase in communication patterns seemed that environmental regulation and the responsive interaction strategy, which belonged to the process of enhanced milieu communication teaching, were utilized in a coherent manner, and the application of milieu teaching seemed to be another reason.

목차

Ⅰ. 서 론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 결론 및 논의

참고문헌

키워드

강화된 환경중심 의사소통중재 의사소통기능 산출 형태 몸짓 발성 의사소통 Enhanced milieu communication Form of communication output Gesture Vocalization Communication