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발달장애 아동을 위한 음악활동중심 중재 연구 현황 및 향후 방향
임영옥(Young-Ock Liem),조광순(Kwang-Sun Cho Blair),곽승철(Seung-Chul Kwak) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.3
In this research, the characteristics of research and intervention programs using music for children with developmental disabilities in Korea were examined through analysis of experimental studies to suggest future directions of the music activity-based programs for children with disabilities. For this, 18 experimental studies that were published with important journals in special education and related areas from 1996 to 2004 in Korea were reviewed. Studies were analysed according to participants' characteristics and settings, interaction partners, grouping, and target developmental areas. Program approaches, music elements such as music areas, concepts, and materials, and strategies for facilitating participation and interactions were also analysed.The results of this study were as follows: first, the primary participants were children with autism, and infants and preschoolers were less included than school-aged children. Second, the research was mostly conducted in clinical or segregated settings such as theraputic rooms, special classrooms, and special schools. Family participation was rarely facilitated. Third, the Boxill music therapy approach was employed in the programs the most, while Orff approach was employed the least. Fourth, as for as music area, the use of musical instruments, singing, and physical movement were applied in most intervention programs regardless of children's age. It was found that rhythm was the most common music concept incorporated into intervention programs, followed by beat, melody, and tempo, respectively, though all were infrequently used. Limited numbers of musical instruments were used, while idiophones such as xylophone, tambourine, triangle, wood block, handbell, maracas, and shakers were highly used. Fifth, the intervention programs incorporated response prompting, modeling, and preference strategies the most to facilitate child participation in the activities and interaction with peers, interventionist, and materials.