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찰흙놀이를 통한 환경중심 언어지도가 발달장애아동의 자발 발화에 미치는 영향
강창욱(Chang-Wook Kang),류주진(Joo-Jin Lyu) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.3
The purpose of this research is to identify the effects of the clay play-centered language teaching on developmental disorder childrens spontaneous verbalization. The subjects were 12years old, 3 children with developmental disorders at the early one-word stage of productive language development. The clay play-centered language teaching were composed of incidental teaching, time delay, and mand-model techniques. Data were recorded during clay play for 30-minutes. The results of this research were as follows; Firstly, the frequency of spontaneous verbalizations was increased average 74.5% from baseline stage to maintenance stage. Secondly, the average morphological length of spontaneous verbalizations was increased average 2.69 from baseline stage to maintenance stage. Third, the spontaneous verbalizations of words to be selected and taught for language teaching were especially increased according to the increase of whole spontaneous verbalizations. This means that the Clay Play-Centered Language Teaching positively influence to acquire vocabularies. Fourth, the Clay Play-Centered Language Teaching also increased the understanding of selected and taught words. These results revealed that The Clay Play-Centered Language Teaching could be a positive way to increase the spontaneous verbalization for developmental disorder children.
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