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개별차원의 긍정적 행동지원이 특수학교 유치부 청각장애 유아의 과제이탈 행동에 미치는 영향
이서옥(Lee Seo-Ok),송주영(Song Joo-Young),김운이(Kim Un-I),김보배(Kim Bo-Bae),백은희(Paik Eun-Hee) 한국행동분석학회 2018 행동분석․지원연구 Vol.5 No.2
이 연구에서는 개별차원의 긍정적 행동지원이 청각장애 유아의 과제이탈 행동에 미치는 영향에 대해 살펴보았다. 이를 위해 1명의 청각장애 유아를 선정하였으며, 미술 활동, 주제 활동, 방과후 활동 총 세 개의 교실 상황을 관찰하는 상황간 중다 기초선 설계(multiple baseline design across settings)를 실시하였다. 본 연구는 기능적 행동평가를 통해 유아의 활동지 훼손하기, 물건 던지기, 입에 물건 넣기를 과제이탈 행동으로 정의하고, 개별차원의 긍정적 행동지원을 적용하였을 때 과제이탈 행동이 어떻게 변화하는지를 관찰하였다, 연구 결과, 청각장애 유아에게 개별차원의 긍정적 행동지원이 과제이탈 행동이 감소하는 효과가 있는 것으로 나타났으며, 중재 종료 후에도 과제이탈 행동이 감소하는 효과가 유지되었다. 본 연구에서는 개별차원의 긍정적 행동지원의 중재효과와 후속 연구에 관한 방향을 제시하였다. The purpose of this study was to examine the effects of the individualized positive behavior support on off-task behavior of a kindergarten child with hearing impairment. The participant was a kindergaten child with hearing impairment in a special school. The study utilized multiple baseline design across settings: art activities, theme activities, and after-school activities. Through the functional behavior assessment, the problem behavior was identified as off-task behavior: damaging work sheets, throwing things away, and putting things into the mouth. The findings from the study indicated that individualized positive behavior support was helpful reducing off-task behaviors of a kindergarten child with hearing impairment during both intervention and maintenance phase. The implication included the effects of individualized behavior support and the guidelines for future research.
음운인식 중재가 청각장애유아의 음운인식 능력과 조음오류 개선에 미치는 효과
이서옥(Seo-Ok Lee),최상배(Sang Bae Choi) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12
Purpose: This study investigated the effects of phonological awareness intervention on the improvement of phonological awareness ability and articulation errors in infants with hearing impairment. Methods: The subjects of the study were selected as three 3 years old students attending school for the deaf. In order to investigate the phonological awareness ability of children with hearing impairment, task level assessment was conducted at syllable level and each task types consisted of synthesis, omission, and substitution. To evaluate the phonological awareness ability, a phonological awareness ability evaluation paper was constructed and evaluated. Results: First, we found that the phonological awareness of children with hearing impairment in this study improved overall. At the syllable level, synthesis, omission, and substitution were all improved, and in the order of synthesis, omission, and substitution. Second, it was confirmed that the articulation errors of the children with hearing impairment improved. Conclusion: These results show that phonological awareness intervention is effective for children with hearing impairment and that phonological awareness education is necessary to hearing impaired infants.