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

• 영문명: Improvement of Basic Number Concept by Using Discrete Trial Training for a Child with Intellectual Disability
• 발행기관: 한국재활심리학회
• 저자명: 신나영(Shin Na-young) 정경미(Chung Kyong-mee)
• 간행물 정보: 『재활심리연구』제16권 제2호, 37~52쪽, 전체 16쪽
• 주제분류: 사회과학 > 심리학
• 파일형태: PDF
• 발행일자: 2009.08.31

영문 초록

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.

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

키워드

Intellectual Disability Concrete Discrete Trial Training Basic Number Concept