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자폐성 장애인을 위한 비디오 기반 사회적 의사소통 교수에 대한 체계적 문헌 고찰
허상,Boesch Miriam 한국특수아동학회 2019 특수아동교육연구 Vol.21 No.4
Individuals with autism spectrum disorder (ASD) exhibit persistent impairments in social communication skills. Teaching social communication skills to individuals with ASD is a priority task for educators, and various interventions have been conducted to improve these skills. Video instruction is an evidence-based practice that is an effective method for teaching appropriate skills to individuals with ASD. Purpose: This review examined the existing literature on video-based instruction for social communication skills in individuals with ASD. Method: Both English and Korean language publications were analyzed to examine the factors that can influence the effectiveness of video instruction. Results: Thirty-four studies met the inclusion criteria and were included in this review. All 34 studies used a single-subject research design. There were 116 participants and their ages ranged from 3.5 to 26 years. The study results, characteristics, and quality ratings were reviewed. Conclusion: The existing literature on video-based instruction for social communication skills in individuals with ASD showed video instruction was effective in teaching new skills for approximately 93% of the participants. This is consistent with the results of previous reviews. Implications for research and practice and suggestions for future research were discussed.
허상(Hur, Sang),Boesch, Miriam 한국자폐학회 2020 자폐성 장애연구 Vol.20 No.2
비디오 모델링 중재는 자폐성 장애인들에게 사회적 의사소통 기술을 가르치는데 효과적 일 수 있다. 하지만, 연구대상자의 동기가 비디오 모델링의 효과성에 차이를 일으킬 수도 있다. 본 연구에서는 대상자간 다중간헐기초선과 개조된 교차중재를 혼합한 설계를 활용하여, 동기화된 비디오 모델링 조건과 비 동기화된 비디오 모델링 조건이 4명의 자폐 성인들의 구어를 이용한 요청하기와 응답하기 기술에 미치는 효과의 차이를 검증하였다. 4명의 연구대상자들 중 3명은 비 동기화된 비디오 모델링 조건에 비해 동기화된 비디오 모델링 조건동안 목표기술을 더 많이 수행했다. 반면에 1명은 중재에 반응을 보이지 않았다. 또한 그 3명은 동기화된 일반화 회기동안 더 높은 비율로 목표기술을 수행했다. 연구 결과, 연구대상자의 동기가 비디오 모델링의 효과성에 영향을 미치는 것으로 볼 수 있겠다. Video modeling interventions can be effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of video modeling might be due to participant motivation. This study used a combined multiple probe across participants and adapted alternating treatments design to examine the differential effects of motivated and non-motivated video modeling conditions on requesting and responding using speech for four adults with ASD. Of the four participants, three performed more of target behavior under the motivated condition than the non-motivated condition, while one did not respond to the intervention. Additionally, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions. Findings suggest participant motivation influenced the effectiveness of video modeling.