지적장애 학생을 위한 사회성 중재 연구 동향 = Trends and Issues in Studies of Social Skills Interventions for Students with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

The purpose of this review was to examine trends in studies of social skills interventions for students with intellectual disabilities and evaluate the quality of the studies based on the quality indicators of research in special education. A total of 34 studies published in Korean journals were reviewed. This review investigated general features of the studies and types of social skills interventions used in the studies. This review also examined trends in participants, intervention delivery methods, and sub-social skills targeted by the types of interventions. The findings indicated that the studies of social skills interventions for students with intellectual disabilities were increasing over time and the participants in most studies were elementary and high school students with mild intellectual disabilities. Second, social skills interventions were categorized into five types: (a) physical activities, (b) therapy, (c) transition education, (d) interpersonal skills, (e) others. Third, participants varied by the intervention types. Participants in the studies of physical activities and therapy were mostly elementary school students and most participants in the studies of transition education were middle and high school students. Fourth, studies did not provide sufficient information of delivery methods of the interventions. Fifth, sub-social skills targeted varied across the intervention types. While the studies of physical activities focused on improving social behaviors (cooperation, assertion, and self-control) and social maturity, the studies of transition education focused on improving adaptive behaviors. Lastly, based on the evaluation of the quality of the intervention studies, no study met with the criteria of evidence-based practice. Discussion and suggestions for future research were provided.

참고문헌 (Reference)

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