Comprehension of Speech Acts, Theory of Mind,and Syntax Comprehension in Children with High-Functioning Autism and Specific Language Impairments

국문 초록 (Abstract)

본 연구는 교실 맥락을 반영한 소집단 내에서 학령기 고기능자폐아동과 단순언어장애 아동의 화행 이해 특성을 살펴보았다. 그리고 화행 이해 능력이 마음이해와 구문이해 간 상관이 있는지도 살펴보았다. 방법: 본 연구는 45명의 학령기 고기능자폐장애, 단순언어장애, 일반아동이 참여하였다. 화행 이해 능력을 살펴보기 위해 교실 맥락을 구조화하여 직접화행과 간접화행으로 나누어 살펴보았다. 그리고 마음이해와 구문이해 능력을 살펴보았다. 통계분석은 반복측정 된 분산분석과 Pearson 상관 분석을 실시하였다. 결과: 첫째, 화행 이해 능력은 고기능자폐아동과 단순언어장애아동 집단이 일반아동 집단 보다 낮은 수행을 보였다. 둘째, 화행 이해 유형 간에는 간접화행이 직접화행보다 낮은 수행을 보였다. 셋째, 집단과 화행 이해 유형 간 상호작용 효과가 나타났다. 마지막으로 고기능자폐아동은 모든 화행 이해에서 마음이해 점수 간 유의한 상관이 나타났다. 그리고 단순언어장애 아동은 간접화행 이해와 마음이해, 구문이해 간 유의한 상관이 나타났다. 논의 및 결론: 고기능자폐아동과 단순언어장애 아동은 교실 맥락을 반영한 소집단 내에서 일반아동보다 화행 이해에서 어려움을 보였다. 또한 고기능자폐아동과 단순언어장애 아동의 의사소통 능력을 확인할 때 마음이해와 구문이해를 살펴보아야 할 것이다. 본 연구 결과는 의사소통에 어려움이 있는 학령기 아동의 평가 및 중재를 하는데 있어서 의미가 있을 것으로 사료된다.

다국어 초록 (Multilingual Abstract)

The aim of the present study was to compare the speech act comprehension, theory of mind (ToM), and sentence comprehension in school-aged children with high-functioning autism (HFA) to children with specific language impairments (SLI) in an analogous classroom context. Methods: The participants in this study were school-age children with HFA, SLI and typically developing children (TD). To differentiate speech act comprehension behavioral observation was used in an analogous classroom context. The types of speech acts involved were direct and indirect. Also, this study measured ToM and syntax comprehension. Results: First, there were significant differences between the groups showing that the HFA group and SLI group had lower comprehension of speech acts than the TD group. Second, there was a significant difference within types of speech acts in which indirect speech acts had lower scores than the direct speech acts. Third, there was interaction between the groups and types of speech act comprehension. Finally, there were significant correlations between all speech act comprehension and ToM scores in children with HFA. And there were significant correlations among indirect speech acts scores, ToM, and sentence comprehension in children with SLI. Conclusion: This study found that children with HFA and SLI have more difficulties with the comprehension of speech acts than children with TD in analogous classroom contexts. It seems necessary to consider ToM and sentence comprehension when identifying communication competence for children with HFA and SLI.

목차 (Table of Contents)

• 연구 방법
• 연구 결과
• 논의 및 결론

참고문헌 (Reference)

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