비장애동료가 참여하는 다양한 학습의 기회를 이용한 지역사회중심교수가 일반고등학교 발달장애학생의 사회적행동에 미치는 영향 = The Effects of the Peer Participated Community-Based Instruction Using Embedded Learning Opportunity on the Independent Performance of Social Behaviors in High School Students with Mental Retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of the peer participated community-based instruction with embedded learning opportunity on the independent performance of social behaviors in high school students with mental retardation. Three high school students with mental retardation and four typical peers in an inclusive school participated in this study. The effects of the intervention on the dependent variables were monitored using a single subject multiple probe design across activities. The specific social behaviors were in the subway, fast food restaurant, and music Karaoke. The instructional strategies of the intervention package consisted of ecological assessments, use of the various instructional settings, peer support, general-case instruction methods, visual cues and response prompting procedures. The results of this study indicated as follows: The target students `social behaviors on the subway, fast food restaurant, and Karaoke were improved with the community-based intervention. Furthermore, the students` improved skills were generalized in non-trained setting and maintained after withdrawing the intervention. In this study, development of effective instruction strategy for social behavior instruction and roles of peers as peer supporters are discussed.

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