장점중심중재가 장애유아의 통합학급 활동참여에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effectiveness of strength- oriented intervention on activity engagement of young child with disability at inclusive preschool classroom.
In order to examine the effects of strength-oriented intervention, multiple baseline design across setting was established in three activity setting such as free play activity, morning meeting, and circle time.
The results of this study were as followed:
First, the strength-oriented intervention was effective in engagement percentage. The percentage of engagement of young child with disability was increased gradually. The effectiveness of the intervention was maintained until three weeks after intervention, and was generalized to another setting, outdoor activity.
Second, the strength-oriented intervention was effective in duration of engagement. The duration of engagement of young child with disability was increased gradually. The effectiveness of the intervention was maintained until three weeks after intervention, and was generalized to other setting that the intervention was not applied.
The conclusion drawn from the results of this study was as followed; it was proved that strength-oriented intervention had a positive effect on activity engagement of child with disability at inclusive preschool classroom. Also strength-oriented intervention had good social validity that it was easy for teacher to apply to inclusive preschool classroom and it did not interrupt the preschool routine.
From the conclusion, some recommendations are suggested.
First, it is suggested that strength-oriented intervention can be used as an effective tool for decreasing the problematic behavior intervention because the intervention that is effective on engagement is useful for decreasing the problematic behavior.
Second, it is suggested that strength-oriented intervention can be used for changing the academic achievement, social skill, attitude, etc.
Third, it is suggested that strength-oriented assessment tool with sufficient reliability and validity should be developed for the effective and valid strength-oriented intervention.
And to generalize this study's conclusion, replications of this study are needed in the future.

목차 (Table of Contents)

• Ⅰ. 서론 1
• A. 연구의 필요성 및 목적 1
• B. 연구문제 7
• C. 용어의 정의 7
• 1. 장점중심중재 7
• 2. 활동참여 8
• Ⅱ. 이론적 배경 9
• A. 장애유아의 통합학급 활동참여 9
• 1. 장애유아의 활동참여의 중요성 9
• 2. 장애유아의 통합학급 활동참여를 위한 중재 12
• B. 장점중심 접근 15
• 1. 장점중심 접근의 이론적 근거 16
• 2. 장점중심 접근의 기본 원리 20
• 3. 장점의 종류 23
• 4. 장점의 사정 25
• 5. 장점의 활용 방법 27
• 6. 장점중심 접근의 특성 30
• C. 장점중심중재 32
• 1. 장점중심중재의 가정 32
• 2. 장점중심중재의 구성요소 34
• 3. 장점중심 사정도구 38
• 4. 장점중심중재의 절차 43
• Ⅲ. 연구 방법 51
• A. 연구 대상 51
• B. 연구 도구 53
• 1. 장애유아용 장점중심 사정도구 54
• 2. 장애유아용 다중지능 사정도구 56
• 3. 행동 기능 사정 질문지 58
• C. 연구 장소 59
• D. 연구 설계 61
• 1. 장점중심중재 61
• 2. 활동참여 62
• E. 연구 절차 64
• 1. 협력팀 교육 64
• 2. 장점사정 67
• 3. 중재전략 수립 75
• 4. 기초선 84
• 5. 중재 84
• 6. 유지와 일반화 85
• F. 자료 수집 및 분석 85
• 1. 관찰 및 측정 방법 85
• 2. 분석 방법 86
• 3. 관찰자간 신뢰도 87
• G. 중재의 충실도 및 사회적 타당도 88
• 1. 중재의 충실도 88
• 2. 사회적 타당도 90
• Ⅳ. 결과 94
• A. 장애유아의 활동참여 발생율 95
• 1. 장애유아의 활동참여 발생율 변화 96
• 2. 유지 효과 107
• 3. 일반화 효과 108
• B. 장애유아의 활동참여 지속시간 110
• 1. 장애유아의 활동참여 지속시간 변화 111
• 2. 유지 효과 122
• 3. 일반화 효과 123
• Ⅴ. 논의 및 결론 126
• 참고문헌 133
• ABSTRACT 145
• 부록 145

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