또래모델링을 통한 일반아동의 이야기 다시 말하기 능력

이은정 ( Eun Jeong Lee ),최예린 ( Yae Lin Choi ) 한국보건정보통계학회 2010 한국보건정보통계학회지 Vol.35 No.1

일반 아동과 지적장애 아동의 의미단서에 따른 빠른 연결 능력 비교

이효미(Hyo Mi Lee),최예린(Yae Lin Choi) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.1

Normal children between the ages of two and five learn words rapidly. One hypothesis explaining this vocabulary acquisition speed is fast-mapping which means an understanding process of an initial word by finding out the subject a word points at least exposure and combining phonological code of the word. In contrast, children with mental retardation have difficulties in learning new words and therefore have smaller vocabularies compared to normal children of the same mental age. In addition, children with mental retardation may have problems acquiring words due to a limit of necessary knowledge necessary for understanding linguistic contexts. Variables influencing fast-mapping are stimulation frequency, visual cues, phonological cues, semantic cues, and linguistic characteristics of new words. Therefore, this study aimed to look into fast-mapping according to semantic cues of children with mental retardation. The subjects of the study were children including children with the mental age of four and normal children who coincided with the same mental age. The fast-mapping task was performed according to three semantic cue conditions: no-cue, morphologic semantic cues, and functional semantic cues. The results of the test are as follows. First, fast-mapping of the two groups showed a statistically significant difference. Second, the two groups showed no significant difference in fast-mapping according to each semantic cue conditions while the condition without cues had the highest scores in the fast mapping task of normal children, and semantic cues and functional semantic cues had the highest scores of the group with mental retardation. Third, fast-mapping by each group’s semantic cues showed statistically significant differences according to cue conditions. Through these results, semantic cues were effective for fast-mapping, and fast-mapping showed there was no difference between normal children and children with mental retardation.

4-5세 일반 아동의 초기 읽기 능력과 시지각 및 음운인식 능력 간 관련성

박보라(Bo Ra Park),최예린(Yae Lin Choi) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.3

Purpose: The present study investigated the differences and relationships among visual perception ability, phonological awareness ability, and reading ability of 56 children between the ages of four and five. Methods: In terms of assessment measures, parts of the following tests were extracted and used: Test of Visual Perceptual Skills-Revised (TVPS-R), Early Korean Reading Ability Test for Preschool Children (Kim, 2006), and Phonological Awareness Ability Test (Hong et al., 2002). Results: The abilities in visual perception, phonological awareness, and early reading showed a pattern of gradual development with age, and the abilities in visual perception and phonological awareness were closely related to the reading ability of children between the ages of 4 and 5. In particular, visual discrimination and visual spatial relation recognition ability showed a high level of association at the stages of syllable reading and letter naming. This finding suggests that the Korean language has a high level of visually perceptual quality. Phonological awareness ability and early reading ability were not only similar in the development time frame but also in the development process in which the abilities developed from the unit of syllable to the unit of phoneme. Conclusions: This study suggests that the early screening of children at risk of reading disorders requires age-appropriate tasks and the treatment requires determining whether the reading problem is caused by a deficit in visual perception, phonological awareness ability, or other problem areas, and then selecting an intervention that fits the cause of the problem.

학령기 단순언어장애 아동과 읽기부진 아동의 이야기 담화 이해능력에 관한 메타분석

손정화 ( Son¸ Jeong-hwa ),최예린 ( Choi¸ Yae-lin ),송승하 ( Song¸ Seung-ha ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.3

본 연구의 목적은 학령기 단순언어장애 아동과 읽기부진 아동의 이야기 담화 이해능력을 알아보기 위해 실시하였다. 연구에서 선정기준에 부합하는 국내외 총 19개의 논문을 선정하였고, 실험집단(학령기 SLI, 읽기부진)과 일반아동은 이야기 담화 이해능력에 차이가 있는지 살펴보았으며, 실험 집단(학령기 SLI, 읽기부진)과 일반아동이 이야기 담화 이해를 위한 질문과제(사실적 정보이해, 추론이해)에 따라 차이를 보이는지 살펴보고자 하였다. 이를 위해 활용한 연구의 분석 방법은 CMA3를 사용하였다. 학령기 SLI와 읽기부진 아동 모두 일반아동과 이야기 담화 이해능력 비교 결과 통계적으로 유의한 차이가 나타났고, 이해 질문과제인 사실적 정보이해와 추론이해에서 모두 일반아동보다 통계적으로 유의하게 낮은 수행을 보였다. 학령기 중요한 발달과업인 이야기 담화 이해능력의 중요성을 강조하였고, 언어치료 현장에서 SLI와 읽기부진 아동의 이야기 담화 이해능력에 관한 어려움을 해결하기 위한 이론적 기초자료로 활용될 수 있음을 논의하였다. The purpose of this study was to investigate the story and discourse comprehension ability of children with simple language impairment(SLI) and children with reading difficulties(RD) in school age. We selected nineteen studies that meet the selection criteria. The clinical group (SLI and RD) and TD are based on their ability to comprehension stories and discourses. We examined whether there were any differences and tried to see if there was a difference between the clinical groups and TD according to the questionnaire for comprehension stories and discourses (literal information, inference). The analysis method used for this was CMA3. There was a statistically significant difference in school-age children with SLI and children with RD due to comparing story and discourse comprehension abilities children with TD. SLI and RD showed statistically significantly lower performance than TD in comprehension literal information and comprehension inference, which are the subjects of comprehension stories and discourses. We emphasized the importance of development tasks in school-age for the significance of comprehension skills of stories and discourses based on these findings. We also consider the results as primary theoretical data to solve the difficulties of comprehension skills of children with SLI and children with RD in language therapy.

한국-몽골 초등학생 및 중학생의 보통명사 정의하기 능력 비교

박은숙(Eun Suk Park),최예린(Yae Lin Choi),이찬종(Chan Jong Lee),김은연(Eun Yeon Kim) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.4

This study compared elementary and middle school students’ common noun definition between bilingual children using the Mongolian language and monolingual children using only the Korean language.The subjects of this study were Mongolian children and Korean children from high-achieving elementary school students and middle school students living in Seoul, Gyeonggi-do, or Gangwon-do. Statistical analyses were made using SPSS 19.0. Differences in the score of common noun definition between Korean Mongolian elementary and middle school students was tested through independent sample t test, and the significance of difference between grades was determined through a one-way ANOVA. Differences in appearance frequency and appearance rate according to definition type was tested through x² test. Differences in appearance rate by word category among the groups was determined through one-way ANOVA, and Tukey’s test was used as a post-hoc test.According to the results of this study, the score of common noun definition was significantly higher in Korean subjects than in Mongolian subjects, and the score of definition was higher in middle school students than in elementary school students in both Mongolian and Korean subjects. As to differences in appearance frequency and appearance rate among definition types, no statistically significant difference was observed between functional type and physical type. The score of relational type definition was around twice higher in Mongolian elementary students than in the other groups, and the difference was statistically significant. The score of categorical type definition was statistically significantly higher in Mongolian elementary and Korean middle school students. As to difference in appearance rate by definition type among word categories, the mean appearance rate among the groups was statistically significantly different. Therefore, it is necessary to conceptualize the perceptual attributes of things in children’s daily life and to classify and present various semantic categories so that children may acquire vocabulary. This study is meaningful in that it analyzed the characteristics of bilingual children’s word definition in order to provide information on which types of definitions should be emphasized in Korean language education.

CSBS DP를 통한 자폐스페트럼장애 영유아와 언어발달지연 영유아의 의사소통 행동 특성에 대한 메타분석

박보경 ( Park Bo-kyung ),최예린 ( Choi Yae-lin ),송승하 ( Song Seung-ha ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.1

목적 : 본 연구는 ASD 영유아와 DLD 영유아의 의사소통 행동에 대한 국내외 연구를 포함하여 체계적인 문헌 검토를 실시하고, 객관적으로 의사소통 행동 특성의 하위분류인 의사소통 행동빈도와 의사소통 기능에 대해 분석하였다. 방법 : ASD 및 DLD를 대상으로 의사소통 행동 및 의사소통 기능을 비교한 연구들을 KISS, DBpia, KyoboScholar, RISS, PsycINFO, Academic Search Complete, ERIC 데이터베이스를 이용하여 수집하였다. 선정한 10개의 검색어를 통해 1차 검색한 결과, 총 2,204편의 논문이 검색되었고, 선정 및 제외기준에 따라 총 8편의 문헌을 분석대상으로 선정하였다. 결과 : ASD 영유아와 DLD 영유아의 의사소통 행동 특성에 대한 연구는 ASD, DLD와 통제집단을 비교한 연구가 가장 많았다. 메타분석 결과 첫째, ASD 영유아 집단은 일반영유아집단에 비해 의사소통 빈도 및 기능이 낮은 수행을 나타냈다. 둘째, DLD 영유아 집단은 일반영유아집단에 비해 의사소통 기능 및 빈도가 낮게 나타났다. 셋째, 의사소통장애 집단 간의 의사소통 행동 특성을 비교한 결과, 전체적으로 ASD가 낮은 수행을 나타냈다. 의사소통 기능 유형에 따른 분석 결과, ASD 영유아는 DLD 영유아에 비해 사회적 상호작용과 공동주의에서 낮은 수행을 보였으나, 행동통제에서는 유의한 차이를 보이지 않았다. 결론 : ASD영유아와 DLD영유아의 의사소통 행동의 변별적 차이를 확인하여, ASD 영유아의 조기 발견에 의미 있는 정보를 제공할 것으로 보인다. 본 연구에서는 CSBS DP를 사용한 연구로 한정지어 살펴보았으므로, 추후 포괄적으로 평가도구를 선정하여 살펴 볼 것이 요구된다. The purpose of this study is to review studies of communication behavior of infants with autism spectrum disorder, developmental language delay, and typically developed. It is to investigate communication behavior frequencies and communication functions by type between infants with ASD and DLD. Eight studies which met the inclusive and exclusive criteria were selected from 7 electronic databases: KISS, DBpia, KyoboScholar, RISS, PsycINFO, Academic Search Complete, ERIC. It is systematically reviewed using meta-analysis (Comprehensive Meta-Analysis 3). Infants with ASD and DLD showed lower frequencies in communication behavior and functions compare to TD. Infants with ASD showed significantly lower performances in communication behaviors and functions compare to DLD. There was no differences in frequencies of communication behavior, however differences in communication functions: lower in social communication and joint attention, but not in behavior regulation. It is meaningful to detect differential profiles between infants with ASD and DLD, because early identification and intervention is very important to ASD. In addition, it is necessary to apply other assessment tools to analyse infants communication abilities in the future research.

파킨슨병 환자의 음성조절훈련 전·후 호흡, 말속도 및 말명료도 점수 비교

박보경(Park, Bo-kyung),최예린(Choi, Yae-lin) 한국통합치료학회 2021 통합치료연구 Vol.12 No.2

본 연구의 목적은 파킨슨병 환자 1명을 대상으로 음성조절훈련을 구성하여 최대발성지속시간, 말속도(문장읽기속도), 말명료도(자발화)에서의 전·후 차이를 알아보는 것이다. 연구는 4주 간 주 3회 30분씩 총 12회기를 진행하였으며, 프로그램은 조음기관훈련, 호흡훈련, 음성조절훈련 순으로 실시하였다. 조음기관훈련에서는 혀, 볼, 입술운동을 진행하였고 호흡훈련은 울트라브리드를 이용하여 실시하였다. 음성조절 훈련은 일상생활에서 자주 사용하는 단어와 문장과제에서 강도와 음도를 동시에 점진적으로 높이거나, 낮추는 훈련, 강도는 크게 하면서 음도는 낮추기, 강도는 작게 하면서 음도는 높이는 훈련을 하였다. 마지막 훈련은 연구자가 제시하는 말속도에 맞춰 강한 강도로 문장읽기와 대화하기를 실시하였다. 그 결과 음성조절훈련 실시 전·후 최대발성지속시간, 말속도, 말명료도에 호전을 보였다. 이러한 결과는 음성조절훈련이 파킨슨병 환자의 호흡 길이를 증가시키고 말속도를 감소시키며 말명료도를 개선시키는 것에 영향을 미치는 것으로 볼 수 있다. 하지만 본 연구는 1명을 대상으로 진행했으므로 결과를 일반화하기에는 어려움이 있다. 따라서 추후 연구에서는 다수의 파킨슨병 환자들을 대상으로 적용해서 확장시킬 필요성이 있을 것이다. The purpose of this study was to establish a Voice Control Training for one patient with Parkinson s disease to examine the difference in the maximum vocal duration, speech rate (sentence reading speed), and speech intelligibility (voluntary speech) before and after the training. The study was conducted 12 times, 30 minutes a week for 4 weeks. The program was followed by Articulation Training, Breathing Training, and Voice Control Training. In the Articulation Training, tongue, cheek and lip movements were performed and Breathing Training was performed using Ultrabreathe??. In the words and sentences that are frequently used in daily life, the Voice Control Training Program conducted a training which gradually increase or decrease the intensity and pitch at the same time or increase the intensity while decreasing the pitch or decrease the intensity while increasing the pitch. The final training of this program was to read sentences and communicate with a strong intensity at the pace of the words the researcher suggested. As a result, it showed improvement in maximum vocal duration, speech rate and speech intelligibility before and after the Voice Control Training. These results suggest that the Voice Control Training affects the increase in breathing length, decreases speech rate and improves speech intelligibility in Parkinson s disease patients. However, since this study was conducted with one person, it is difficult to generalize the results. Therefore, future studies will need to be extended to a large number of Parkinson s patients.

초등학교 고학년의 속담이해능력에 영향을 미치는 예측변인에 관한 연구

이지연(Lee Ji Yeon),최예린(Choi Yae lin),김은연(Kim Eun yeon) 한국통합치료학회 2014 통합치료연구 Vol.6 No.1

현재 속담이해능력이 언어적, 학습적 부분과 어떠한 연관이 있는지, 영향을 미치는 변인들이 어떠한 영역인지에 대한 연구가 미비하다. 또한 속담에 관한 평가 및 중재의 근거를 마련하기 위해서는 속담이해능력에 관여하는 변인들에 대해 알아볼 필요가 있다. 그러므로 본 연구에서는 속담이해능력에 관여하는 다양한 예측 변인들을 선정하여 그 변인들과 속담이해력과의 상관을 알아보고 어떤 변인이 속담을 이해하는데 영향을 미치는지 알아보고자 하였다. 본 연구에서는 일반 초등학교 4학년, 5학년, 6학년 각 20명씩 총 60명을 대상으로 읽기진단검사, 국어 학업성취도, REVT-R, REVT-E와 속담이해 검사를 실시하였다. 성별과 학년에 따른 수행검사를 파악하기 위해 이요인 분산분석을 실시하였고, 초등학교 고학년의 속담이해능력에 영향을 주는 예측변인들을 알아보기 위하여 다중회귀분석을 실시하였다. 연구결과, 성별과 학년별로 속담이해능력(속담의미, 속담비유), 국어 학업성취도, 읽기이해 모두 비슷한 양상을 보였다. 또한 속담이해능력을 예측할 수 있는 변인으로 읽기이해와 국어 과목이 관련성을 보였다. 이러한 결과는 언어치료 현장에서 속담을 지도할 때 읽기이해영역을 증진시키는 것이 학생들의 비유이해능력을 향상시키는 데 도움이 된다는 것을 시사한다. 또한 읽기이해는 단어나 문장의 이해를 넘어서서 상징들이 포함하고 있는 의미 및 관계성에 대해 독자의 사고를 요구하는 복잡한 과정으로 상위 수준의 읽기기술이며 속담이해 역시 초등학교 고학년에 발달하는 것으로 같은 시기에 발달한다는 점을 입증할 수 있다. 더불어 속담이해능력의 발달은 읽기능력발달이 뒷받침이 되면서 비유언어능력 및 전체적인 언어능력의 이해가 향상되어 나타나는 현상임을 알 수 있다. This study aims to select various predicting variables of understanding of proverbs, find out if the variables and understanding of proverbs are related, and finally see what factor will affect understanding of proverbs. The number of subjects of this study totaled 60 students 20 fourth graders, 20 fifth graders and 20 sixth graders-of elementary school. Subjects took tests of reading comprehension, Korean study achievement, REVT-R, REVT-E and understanding of proverbs in order to create basic data. To understand tests conducted by gender and grade, two-factor variance analysis was carried out, while for predicting variables affecting understanding of proverbs of upper grades of elementary school to conduct multiple regression analysis. Results of this study are as follows: First, comparisons of tests by gender and grade showed that understanding of proverbs-meaning of proverbs and proverb metaphors, students had similar scores in Korean study achievement and reading comprehension. Second, for predicting variables of understanding of proverbs, reading comprehension and Korean subject were related. Based on these results, it is suggested that teaching proverbs in speech language therapy sites helps students to improve understanding metaphors by enhancing reading comprehension scope. It can be also proved that understanding of proverbs develops during the upper grades of elementary school in the same period of reading comprehension. What’s additionally discovered is that ability to understand proverbs develops on condition that reading comprehension develops and capabilities for metaphoric language and overall language improve.

자폐범주성장애아동의 도전행동, Challenging Behavior, 예측변인 탐색연구

손소이 ( So Yee Son ),최예린 ( Yae Lin Choi ) 한국정서·행동장애아교육학회(구 한국정서학습장애아교육학회) 2015 정서ㆍ행동장애연구 Vol.31 No.2

본 연구는 자폐범주성장애(autism spectrum disorder, 이하 ‘ASD’)아동들이 나타 내는 도전행동(challenging behavior)과 관련변인들(언어능력, 자폐정도, 감각능력, 치료시작연령, 부모의 양육태도)과의 관계성을 알아보고자 하였다. 연구의 대상은 서울, 경기, 충남, 강원지역에 거주하는 생활연령이 5∼12세인 도전행동을 나타내는 ASD아동 25명이었다. 이 아동들의 어머니에게 설문지를 배부한 후 회수하여 결과 를 분석하였다. ASD아동의 도전행동은 행동문제검사(The Behavior Problems Inventory; BPI-01)로 평가하였다. ASD아동의 도전행동과 언어능력, 자폐정도, 감각 능력, 치료시작연령, 부모의 양육태도유형과의 관계를 알아보기 위해 상관분석을 사 용하였고, 도전행동을 예측할 수 있는 주요 변인이 무엇인지를 설명하고자 다중회귀 분석을 활용하였다. 분석한 결과는 다음과 같다. 첫째, 도전행동은 치료시작연령이 느릴수록, 언어능력이 낮을수록, 자폐정도가 심할수록, 양육태도가 거부-통제형일수 록 높게 나타났다. 둘째, 도전행동을 예측할 수 있는 주요 변인은 치료시작연령과 언어능력으로 나타났다. 이러한 연구결과는 ASD아동의 도전행동을 예방하기 위해 서는 의사소통기술의 개발에 초점을 맞춘 조기중재가 실시되어야하며, 부모교육프로 그램 뿐만 아니라 양육행동에 필요한 다각적인 지원이 이루어져야함을 시사한다. This study was to investigate the relationship between the challenging behavior that the children with autism spectrum disorder (here in after referred to as the “ASD") showed and the related variables like the language ability, autism degree, sensibility, beginning age of treatment, and parents’ children rearing attitude. The research subject was twenty-five children aged 5~12 as chronological age with ASD who showed the challenging behavior, who resided in Seoul, Gyeonggi, Chungnam, and Gangwon regions. This study was to analyze the results as an subject of twenty-five copies of questionnaires were distributed to the children’s mothers. The challenging behavior for the children with ASD was evaluated by ‘The Behavior Problems Inventory; BPI-01’. This study was to use the correlation analysis in order to find out the relationship between the children with ASD’s challenging behavior and the language ability, autism degree, sensibility, beginning age of treatment, and parents’ children rearing attitude. The multiple regression analysis was used in order to explain what the major variable to predict the challenging behavior was. From the result of this research above, it may be summed up as follows. First, the higher the challenging behavior was, the slower the beginning age of treatment was, and the lower the language ability, and more the autism degree, and the more the children rearing attitude was refusal-control type. Second, this study has found out that the main variables to predict the challenging behavior were the beginning age of treatment and the language ability. The findings of the study suggest that in order to ensure the challenging behavior of the children with ASD needs to execute the early intervention focused on the development of communication skills. Besides, parent education programs should be provided for parents and they should be helped from diverse angles to raise their children.

구개파열 아동과 정상 아동의 마찰음과 파찰음의 음향음성학적 특성 비교

유영신(Young-Sin You),장승진(Seung-Jin Jang),백승재(Seung-Jae Baek),최예린(Yae-Lin Choi) 한국콘텐츠학회 2010 한국콘텐츠학회논문지 Vol.10 No.5

소음에너지가 시작되는 주파수 즉, 선행 모음이 끝나는 지점을 절삭주파수라 한다. 본 연구는 구개파열 아동과 정상 아동을 대상으로 마찰음과 파찰음의 절삭주파수 값, 후행모음에 따른 절삭주파수 값, 절삭주파수와 비음 치의 상관관계를 알아보고자 하였다. 연구의 대상은 서울 및 경기 지역에 거주하고 있는 아동으로 구개파열 진단을 받고, 생활연령이 6세 이상인 아동, 생활연령과 성별을 일치시킨 6세 이상 정상 아동 각각 6명씩 총 12명이었다. 실험과제는 마찰음 및 파찰음의 무의미음절 환경과 문장 환경(50환경)으로 구성하였다. 구개파열 아동 집단은 정상 아동 집단에 비해 마찰음, 파찰음의 절삭주파수 값이 무의미음절 환경 및 문장 환경 모두에서 낮게 나타났다. 구개파열 아동과 정상 아동의 절삭주파수와 비음치 간 상관관계 연구 결과 정상 아동 집단에서는 무의미음절 환경과 문장 환경 모두에서 통계적으로 유의한 상관관계를 보이지 않았으나 구개파열 아동 집단에서는 문장 환경에서 통계적으로 유의한 상관관계를 보였다. The frequency in which noise energy is generated, that is, the point where the preceding vowel ends is the cut-off frequency. Thereupon, this study intends to examine the correlations between, cut-off frequencies, cut-off frequencies changed by the following vowel, and cut-off frequencies and nasalance score, of fricatives and affricates with the subjects of children with the cleft palate and normal children. The subjects of this study are total 12 children residing in Seoul and Gyeonggi area. Six are the children diagnosed to have the cleft palate and whose chronological age are more than six, and another six are the normal children who are also more than six and whose chronological age and sex correspond to those of the former. Each subject was presented with nonsyllable environment and sentence environment(50 environment) of fricatives and affricates. Regarding meaningless syllable environment and sentence environment of fricatives and affricates, children with the cleft palate had lower cut-off frequencies than normal children. As a result of comparative study on correlations between cut-off frequencies and nasalance score of children with the cleft palate and normal children, it doesn’t show statistically significant correlations in both meaningless syllable environment and sentence environment of normal children, but it has statistically significant correlations in sentence environment of children with the cleft palate.