또래 참여 보완·대체 의사소통 중재가 중복장애학생의 의사소통 능력 변화에 미치는 효과 The Effect of AAC Intervention Including Peers on the Communicative Competence of Students with Multiple Disabilities
본 연구에서는 중복장애학생이 재학하고 있는 특수학교의 경도장애학생이 또래로 참여한 보완·대체의사소통 중재가 중복장애학생의 의사소통 향상에 영향을 미치는지 알아보았다. 연구대상은 지체부자유, 정신지체, 언어장애를 중복으로 가진 중등부 학생 3명과 또래로 참여한 경도정신지체 학생 3명이었다. 연구설계는 사전-사후-유지-일반화 검사 설계를 사용하였으며, 중재는 중복장애 학생에 대한 AAC 상징 어휘 습득 훈련, 의사소통기능 훈련, 또래에 대한 상호작용 기술 훈련으로 이루어졌다. 중재 후 중복장애학생의 또래는 상호작용기술을 적절히 사용하였고, 중복장애학생의 의사소통 기능은 다양해졌으며, 중복장애학생의 의사소통역할 변화와 의사소통 차례 주고받기 비율 증가에도 또래 참여 AAC 중재는 효과적이었다.
본 연구에서는 중복장애학생이 재학하고 있는 특수학교의 경도장애학생이 또래로 참여한 보완·대체의사소통 중재가 중복장애학생의 의사소통 향상에 영향을 미치는지 알아보았다. 연구대상은 지체부자유, 정신지체, 언어장애를 중복으로 가진 중등부 학생 3명과 또래로 참여한 경도정신지체 학생 3명이었다. 연구설계는 사전-사후-유지-일반화 검사 설계를 사용하였으며, 중재는 중복장애 학생에 대한 AAC 상징 어휘 습득 훈련, 의사소통기능 훈련, 또래에 대한 상호작용 기술 훈련으로 이루어졌다. 중재 후 중복장애학생의 또래는 상호작용기술을 적절히 사용하였고, 중복장애학생의 의사소통 기능은 다양해졌으며, 중복장애학생의 의사소통역할 변화와 의사소통 차례 주고받기 비율 증가에도 또래 참여 AAC 중재는 효과적이었다.
The purpose of this study was to examine how AAC intervention including their peers with mild mental retardation affected on the communicative competence of three students with multiple disabilities(SMD). An experiment was conducted by providing vocabulary acquisition training and communicative trai...
The purpose of this study was to examine how AAC intervention including their peers with mild mental retardation affected on the communicative competence of three students with multiple disabilities(SMD). An experiment was conducted by providing vocabulary acquisition training and communicative training using script to the SMD and by applying an interaction skills program to their peers. Pretest, posttest, retention test and generalization test were implemented. The findings of the study were as below: First, after AAC intervention including peers, communicative interaction skills of peers were increased. All the peers made much progress in interaction skills as like modelling, message confirming, and pause time. AAC intervention including by peers Second, AAC intervention including peers had a good effect on improving the diverse communicative function of SMD. It means that script-based communication training composed of expectant time delay, verbal facilitation, communication modelling and reinforcement was appropriate for SMD. Third, AAC intervention including peers was effective on change of SMD's communication roles. By AAC intervention including peers improved SMD's initiative communicative role in interaction with peers. Fourth, AAC intervention including peers was effective in increasing the communicative turn-taking rates of SMD. Compared to their peers, they showed much more increase in communicative turn-taking rates. It means that their communicative function was diversified and that peers used their interaction skills more often.
The purpose of this study was to examine how AAC intervention including their peers with mild mental retardation affected on the communicative competence of three students with multiple disabilities(SMD). An experiment was conducted by providing vocabulary acquisition training and communicative training using script to the SMD and by applying an interaction skills program to their peers. Pretest, posttest, retention test and generalization test were implemented. The findings of the study were as below: First, after AAC intervention including peers, communicative interaction skills of peers were increased. All the peers made much progress in interaction skills as like modelling, message confirming, and pause time. AAC intervention including by peers Second, AAC intervention including peers had a good effect on improving the diverse communicative function of SMD. It means that script-based communication training composed of expectant time delay, verbal facilitation, communication modelling and reinforcement was appropriate for SMD. Third, AAC intervention including peers was effective on change of SMD's communication roles. By AAC intervention including peers improved SMD's initiative communicative role in interaction with peers. Fourth, AAC intervention including peers was effective in increasing the communicative turn-taking rates of SMD. Compared to their peers, they showed much more increase in communicative turn-taking rates. It means that their communicative function was diversified and that peers used their interaction skills more often.
AI-Helper
※ AI-Helper는 부적절한 답변을 할 수 있습니다.