다중반응교수법(MEI)이 자폐스펙트럼장애 아동의 택트(형용사-명사 조합) 습득에 미치는 효과

다국어 초록 (Multilingual Abstract)

Research Purpose: This study aimed to examine the effect of Multiple Exemplar Instruction(MEI) on tact acquisition(adjective-noun combination) for children with autism spectrum disorder and to investigate acquisition patterns according to verbal behavior response types. The research questions are as follows:
First, what is the effect of Multiple Exemplar Instruction(MEI) on the acquisition of impure tact(adjective-noun combination) by children with autism spectrum disorder?
Second, what is the effect of Multiple Exemplar Instruction(MEI) on the acquisition of pure tact(adjective-noun combination) by children with autism spectrum disorder?
Third, what is the acquisition status of Multiple Exemplar Instruction(MEI) according to verbal behavior response types?
Research Method: Three 6-year-old children with autism spectrum disorder participated in the study, applying a multiple baseline across participants design. The intervention was the Multiple Exemplar Instruction(MEI), which presented four verbal behavior—matching, pointing, impure tact, and pure tact—on intervention stimulus cards using Discrete Trial Training(DTT). Data processing involved measuring the response rates for impure tacts (adjective-noun combinations) and pure tacts(adjective-noun combinations) during baseline, intervention, and maintenance phases, and analyzing acquisition status by verbal behavior response type.
Research Findings: All three participants showed changes in tact acquisition (adjective-noun combinations), though the effects varied by child. Among acquired verbal behavior response types, matching was highest for all participants, followed by pointing. Acquisition rates for impure tacts and pure tacts differed by child.
Discussion and Conclusion: The discussion and conclusion based on the study are as follows.
First, Multiple Exemplar Instruction(MEI) for impure tact (adjective-noun combination) acquisition in children with autism spectrum disorder was influenced by the child's vocabulary level for the target adjective, the number of learn unit(LU) trials, and the number of error correction procedures required during learn unit(LU) implementation influenced the suitability and effectiveness of the intervention for acquiring impure tacts (adjective-noun combinations).
Second, in the acquisition of pure tacts(adjective-noun combinations) by children with autism spectrum disorder using Multiple Exemplar Instruction (MEI), the vocabulary level of the adjective the child sought to acquire, the number of learn unit(LU) trials, and the number of error correction procedures required during the learn unit(LU) trial affected the suitability and effectiveness of the intervention for pure tact(adjective-noun combination) acquisition.
Third, the acquisition status of the Multiple Exemplar Instruction(MEI) by Verbal Behavior response type showed that interference effects between language behavior types influenced the verbal behavior acquisition type.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 6
• 1. 자폐스펙트럼장애 아동의 언어발달 특성 6
• 2. 아동의 어휘 사용과 형용사 10
• 3. 자폐스펙트럼장애 아동의 언어 중재 방법 15
• Ⅲ. 연구방법 27
• 1. 연구참여자 27
• 2. 연구도구 29
• 3. 연구설계 32
• 4. 연구절차 33
• 5. 자료처리 38
• 가. 관찰자가 일치도 39
• 나. 중재충실도 40
• 다. 사회적 타당도 40
• 6. 윤리적 고려 41
• Ⅳ. 연구결과 42
• 1. 다중반응교수법(MEI)이 자페스펙트럼장애 아동의 비순수 택트 (형용사-명사 조합) 습득에 미치는 효과 42
• 2. 다중반응교수법(MEI)이 자페스펙트럼장애 아동의 순수 택트 (형용사-명사 조합) 습득에 미치는 효과 46
• 3. 다중반응교수법(MEI)으로 제시한 언어행동별 습득 현황 51
• Ⅴ. 논의 및 결론 53
• 참고문헌 58