보완·대체 의사소통 도구를 활용한 이야기 중재가 뇌성마비 학생의 독해와 이야기 표현 능력에 미치는 효과 = (The) effects of augmentative and alternative communication device using story intervention on reading comprehension and storytelling ability for the student with cerebral palsy

다국어 초록 (Multilingual Abstract)

ABSTRACT



The Effects of Augmentative and Alternative Communication Device Using Story Intervention on Reading Comprehension and Storytelling Ability for the Student with Cerebral Palsy



Koh Jin Bok


Department of Special Eduction
Graduate School, Kong Ju National University
Kong Ju, Korea


(Supervised by Professor Jeon Byung Un, Ph. D.)


This study suggested a AAC(augmentative and alternative communication) intervention using the Speech Generation Program(SGP) designed to help the student with cerebral palsy improve their reading and story-telling ability. SGP was the AAC program based on letter symbols have been developed to provide for such functions as voice synthesizing, auto word prediction and on-screen keyboard.
Furthermore, the program can be adapted to the student with cerebral palsy because it provides for reading and story-retelling methods conducive to their understanding of the natural contexts essential within their language and literacy. In order to analyze the effects of the AAC intervention using the SGP on the student with cerebral palsy reading and expressions, this study used the multiple probe baseline design across the participants.
The results of this study can be summarized as follows;
First, it was found that the AAC intervention using the SGP was effective in improving the student with cerebral palsy's literal information, text-connecting inference and gap-filling inference. Accordingly, it was proven through this study that if the student with cerebral palsy using the AAC should be given appropriate device and intervention, their reading and literacy learning would be greatly improved.
Second, it was found that the AAC intervention using the SGP was effective in improving the student with cerebral palsy ability of story expression(C-unit, number of clauses). Hence, it was proven through this study that if the student with cerebral palsy whose linguistic expression is limited would be appropriate device and intervention, and then their linguistic expression would be greatly improved. In addition, unlike other disabled children, the student with cerebral palsy require the AAC device in order to overcome their physical disadvantages, specially, the roles and functions of the AAC are important for their literacy activities.
Third, it was found that the AAC intervention using the SGP remained effective in terms of improved reading and expression ability even after the intervention. However, it was deemed important to provide the student with cerebral palsy continuously with the opportunities to integrate language, communication and literacy learning through diverse literacy activities, at the same time encouraged them to participate positively in learning activities through AAC system. The student with cerebral palsy should be induced to learn language through the AAC. In addition, language and literacy need to be integrated into their life.
This study focused on development of an AAC system and application of the story-telling instruction to improve student with cerebral palsy's literacy ability and linguistic expression. It is expected that the SGP developed by this study would be a useful instrument corresponding to student with cerebral palsy's and teachers' needs, and therefore, that it would conduce to improvement of the literacy and language education for the student with cerebral palsy. Furthermore, if the data and functions provided for by the SGP should be analyzed to determine the various effects depending on the conditions of using the AAC, some specific effects would be defined. Then, the results would be helpful to the AAC intervention in children's ordinary life, school life, family life and social activities in accordance with the levels of their abilities. Finally, it is hoped that the SGP and the story-telling instruction developed by this study will contribute to future studies which will analyze the engineering supports of the AAC instrument depending on the types, degrees of disabilities, literacy ability and linguistic ability.

목차 (Table of Contents)

• 차 례
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 보완․대체 의사소통과 문해 학습 7
• 2. 보완․대체 의사소통 도구를 활용한 이야기 중재 20
• 3. 보완․대체 의사소통 도구 활용 효과 25
• 4. 보완․대체 의사소통 프로그램의 개발 33
• Ⅲ. 방법 44
• 1. 대상 44
• 2. 도구 48
• 3. 설계 57
• 4. 자료처리 62
• 5. 신뢰도 및 타당도 66
• Ⅳ. 결과 70
• 1. 독해에 미치는 효과 70
• 2. 이야기 표현에 미치는 효과 75
• 3. 유지 효과 83
• Ⅴ. 논의 및 제언 84
• Ⅵ. 결론 88
• 참고문헌 90
• ABSTRACT 107
• 부 록 110

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