상황이야기 중재가 자폐성장애 학생의 수업참여행동에 미치는 효과 = The Effects of Social Story Intervention on the Class Participation Behavior of Children with Autism Spectrum Disorder

국문 초록 (Abstract)

본 연구는 상황이야기 중재가 자폐성장애 학생의 수업참여행동에 미치는 효과를 알아보고자 하였다. 연구참여자는 초등학교 특수학급에 재학중인 1명의 자폐성장애 학생이었으며, 중재는 연구자에 의해 직접 실시되었다. 독립변인은 상황이야기 중재였고, 종속변인은 수업참여행동으로 아침활동하기, 수업준비하기, 과제수행하기였다. 중재의 효과를 검증하기 위해 행동간 중다간헐기초선설계가 사용되었으며, 상황이야기는 작성 준거와 선행 연구를 바탕으로 구성되었다. 연구 결과, 모든 수업참여행동이 기초선에 비해 빠르게 향상되었으며, 중재가 종료된 후에도 유지되었다. 이러한 결과는 상황이야기 중재가 자폐성장애 학생의 수업참여행동을 향상시키는데 효과적이며, 학교생활 적응을 지원하는 중재로 사용될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of Social Story intervention on the class participation behavior of a student with Autism Spectrum Disorder. One student with Autism Spectrum Disorder, enrolled in a special education classroom at an elementary school, participated in the study. The intervention was implemented directly by the researcher. The independent variable was the Social Story intervention, and the dependent variables were three types of class participation behaviors: Morning Routine, Class Preparation, and Task Engagement. A multiple probe design across behaviors was used to evaluate the effectiveness of the intervention. The Social Stories were developed based on established writing criteria and prior research. Results indicated that all class participation behaviors improved rapidly compared to the baseline and were maintained even after the intervention ended. These findings suggest that Social Story intervention is an effective approach for improving and maintaining class participation behaviors in students with Autism Spectrum Disorder, and can serve as a practical intervention for promoting school adjustment.