음악치료교육활동이 다운증후군학생의 선택적 주의집중력에 미치는 효과 (A) Study on the effect of therapeutic education activity of music on selective attention in children with down syndrome원문보기
본 연구는 특수학교 정신지체학생 중 다운증후군 판별을 받은 학생을 대상으로 음악치료교육활동이 선택적 주의집중력에 미치는 효과를 검증한 것으로 그 구체적인 목적은 다음과 같다. 첫째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 중심과제 수행능력에 미치는 효과를 검증...
본 연구는 특수학교 정신지체학생 중 다운증후군 판별을 받은 학생을 대상으로 음악치료교육활동이 선택적 주의집중력에 미치는 효과를 검증한 것으로 그 구체적인 목적은 다음과 같다. 첫째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 중심과제 수행능력에 미치는 효과를 검증한다. 둘째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 우발과제 수행능력에 미치는 효과를 검증한다. 연구방법은 부산광역시 소재 특수학교에 재학중인 3명의 다운증후군학생을 대상으로 단일대상연구인 중다기초선설계를 실행하였다. 본 연구에서 사용한 프로그램은 Cassity(1985)가 연구한 것으로서 미국의 음악치료사들이 정신지체청소년의 적응행동을 개선하기 위하여 현장에서 사용하는 음악치료교육프로그램에 근거한 것이다. 연구결과 첫째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 중심과제 수행능력을 기초선 보다 중재시 평균 12점, 50%, 유지기간 동안 평균 16점, 66.6% 향상되었다. 둘째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 우발과제 수행능력을 기초선 보다 중재시 평균 7점, 43.8%, 유지기간 동안 평균 9점, 56.3% 향상되었다. 이러한 연구결과를 통해 음악치료교육활동이 선택적 주의집중력에 미치는 효과가 있음을 알 수 있다.
본 연구는 특수학교 정신지체학생 중 다운증후군 판별을 받은 학생을 대상으로 음악치료교육활동이 선택적 주의집중력에 미치는 효과를 검증한 것으로 그 구체적인 목적은 다음과 같다. 첫째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 중심과제 수행능력에 미치는 효과를 검증한다. 둘째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 우발과제 수행능력에 미치는 효과를 검증한다. 연구방법은 부산광역시 소재 특수학교에 재학중인 3명의 다운증후군학생을 대상으로 단일대상연구인 중다기초선설계를 실행하였다. 본 연구에서 사용한 프로그램은 Cassity(1985)가 연구한 것으로서 미국의 음악치료사들이 정신지체청소년의 적응행동을 개선하기 위하여 현장에서 사용하는 음악치료교육프로그램에 근거한 것이다. 연구결과 첫째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 중심과제 수행능력을 기초선 보다 중재시 평균 12점, 50%, 유지기간 동안 평균 16점, 66.6% 향상되었다. 둘째, 음악치료교육활동이 주의집중 성취도 검사(CIAT)의 우발과제 수행능력을 기초선 보다 중재시 평균 7점, 43.8%, 유지기간 동안 평균 9점, 56.3% 향상되었다. 이러한 연구결과를 통해 음악치료교육활동이 선택적 주의집중력에 미치는 효과가 있음을 알 수 있다.
The purpose of this study is to investigate the effect of therapeutic education activity on selective attention of children Down Syndrome who enrolled in a school for the mentally retarded. Followings are specific research problems. First, does the program have an effect on improving the mentally re...
The purpose of this study is to investigate the effect of therapeutic education activity on selective attention of children Down Syndrome who enrolled in a school for the mentally retarded. Followings are specific research problems. First, does the program have an effect on improving the mentally retarded students' performance on central attention tasks in CIAT? Second, does the program have an effect on improving the mentally retarded students' performance on incidental attention tasks in CIAT? Three children with Down Syndrome in tenth grade were employed as subjects for this study. CIAT was used to measure students' response in selective attention tasks. CIAT is an instrument which is developed commercially to be supposed to measure selective attention ability. CIAT is consisted of two tasks. One task is supposed to measure central attention ability. To solve this task, students are asked to select one stimulus which is closely related to the task with several distractors. The other task requires students to select one stimulus which is not related to the task from the other stimuli which are related to the task. Multiple baseline design across participants was applied for this study. The program designed originally by Cassity in 1985, designed to improve mentally retarded students' adaptive behavior in school setting, involves comprehensive emphases both on music education in classroom and on therapeutic activity of music in clinic. The research has made slight modification of Cassity's program to fit to the purpose of this study on the basis of researcher's teaching experience. Followings are the results of this study. First, therapeutic education activity of music improved response of students with Down Syndrome in central attention task. Second, the program improved performance of students with Down Syndrome on incidental selective attention task in treatment phase. The result indicated an increase in performance by all three students with Down Syndrome from baseline to the independent phase condition of the intervention. In addition, maintenance of effects were observed for all students on tasks.
The purpose of this study is to investigate the effect of therapeutic education activity on selective attention of children Down Syndrome who enrolled in a school for the mentally retarded. Followings are specific research problems. First, does the program have an effect on improving the mentally retarded students' performance on central attention tasks in CIAT? Second, does the program have an effect on improving the mentally retarded students' performance on incidental attention tasks in CIAT? Three children with Down Syndrome in tenth grade were employed as subjects for this study. CIAT was used to measure students' response in selective attention tasks. CIAT is an instrument which is developed commercially to be supposed to measure selective attention ability. CIAT is consisted of two tasks. One task is supposed to measure central attention ability. To solve this task, students are asked to select one stimulus which is closely related to the task with several distractors. The other task requires students to select one stimulus which is not related to the task from the other stimuli which are related to the task. Multiple baseline design across participants was applied for this study. The program designed originally by Cassity in 1985, designed to improve mentally retarded students' adaptive behavior in school setting, involves comprehensive emphases both on music education in classroom and on therapeutic activity of music in clinic. The research has made slight modification of Cassity's program to fit to the purpose of this study on the basis of researcher's teaching experience. Followings are the results of this study. First, therapeutic education activity of music improved response of students with Down Syndrome in central attention task. Second, the program improved performance of students with Down Syndrome on incidental selective attention task in treatment phase. The result indicated an increase in performance by all three students with Down Syndrome from baseline to the independent phase condition of the intervention. In addition, maintenance of effects were observed for all students on tasks.
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