형제 참여 언어중재가 언어장애 아동의 언어능력에 미치는 효과

황보명 한국음성과학회 2003 음성과학 Vol.10 No.3

This study was aimed at clarifying the effects of sibling-involved language intervention in children with language disorders. Ten subjects were selected an assigned into two groups (language intervention group with sibling-involvement, a language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary est. and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two groups. However, there was no significant difference in the post-trearment between the two groups. Second, the language intervention with sibling involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between per-treatment and post-treatment in the number of semantic elations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

"요구하기" 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명,강수균 한국언어치료학회 1997 言語治療硏究 Vol.6 No.1

The purpose of this study is to investigate how Social Language Intervention affect the spontaneous social language of language disordered children in the language tharapy room. For this purpose, three preschool children with language disorder were selected in the integrated preschool and nonintegrated preschool settings. Social Language Intervention of this study was limited to 'Request' among the categories of the pragmatic funtion of the social language. Using multiple baseline design accross subjects, the frequency of the spontaneou s 'Reguest' in response to the examiner's mand was measured. The frequency of the spontaneous 'Request' during free-play in the integrated and nonintegrated preschool settings was analyzed to see generalization of newly acquired social language. The results obtained from the present study are as follows: Firstly, the frequency of the spontaneous social language was increased through Social Language Intervention for children both in integrated and nonintegrated set tings. However, the generalization effect occurred significantly more often in children treated in the integrated setting. Secondly, Social Language Intervention increased the frequency of the spontaneous speech in 'Suggestion' and 'Action Request' among the subcategories of ' Request.' The other subcategories(i.e., 'Question' and 'Approval Request') stayed almost the same. In addition, children treated in the integrated setting showed better improvement in terms of frequency of spontaneous 'Suggestion' and 'Action Request.' Thirdly, Social Language Intervention increased the frequency of the spontaneou s 'Assertion' social language in children treated in the integrated setting than nonintegrated setting. Finally, Social Language Intervention increased the frequency of the spontaneou s 'Response' in children treated in the integrated setting than nonintegrated setting.

기능적 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 대불대학교 2003 論文集 Vol.9 No.1

This study was aimed atclarifying the effects of a Functional Language Intervention in children with language disoders. Five subjects were selected and two speech-language pathologists engaged in the functional language intervention. In the functional language intervention, activities consisted of group time, palying riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 미치는 영향

황보명 한국동서정신과학회 2003 동서정신과학 Vol.6 No.2

본 연구는 놀이중심의 집단 언어중재 프로그램이 언어장애 아동의 언어능력에 어떤 영향을 미치는지에 대해서 알아보고자 하는 것이다. 본 연구자가 정한 기준에 따라 5명의 언어장애 아동을 연구대상으로 선정하였다. 연구는 사전 단계, 중재 단계, 사후 단계의 세 단계로 나누어 실시하였다. 사전 단계에서는 각 연구대상 아동들의 언어능력 평가를 실시하였는데, 부모와의 인터뷰 실시, 관찰 실시, 언어샘플 수집 등의 하위 단계로 나누어 실시하였다. 중재 단계에서는 놀이중심의 집단 언어중재 프로그램을 연구 대상 아동들에게 주 2회기씩, 총 30회기 동안 제공하였다. 사후 단계에서는 사전 단계와 동일한 언어검사 실시 및 언어샘플을 수집하였다. 본 연구에서 사용한 언어장애 아동의 물리적 환경 및 교육적 환경을 고려하여 본 연구자가 고안한 언어중재 프로그램이다. 이 프로그램에서는 총 10가지의 놀이 활동을 제시하였는데, 이것을 다시 회기마다 포함되는 공통 활동 2가지와 회기마다 변화되는 활동 8가지로 구분하였다. 회기마다 포함되는 공통 활동으로는 자유놀이와 집단 시간이 있고, 회기마다 변화되는 활동들로는 수수께끼, 움직이기, 만들기/그리고, 운동게임, 역할놀이, 끝말잇기, 요리하기, 보물찾기가 있다. 연구 대상에 대한 사전-사후 검사 결과 의사소통 의도 다양성, 의미관계 다양성, 수용언어능력, 표현언어능력, 문장이해능력, 언어이해·인지능력, 그럼어휘능력은 유의미한 차이가 있는 것으로 나타났다. 그러나, 어휘다양도에서는 유의미한 차이가 발견되지 않았다. 따라서 본 연구 결과, 놀이중심의 집단 언어중재 프로그램이 언어장애 아동에게 언어능력 중 화용론 측면과 의미론적 측면뿐만 아니라 전반적인 언어능력을 높이는 데 효과가 있음이 증명되었다. The study was aimed at clarifying the effects of a Group Language Intervention in children with language disorders. Five subjects were selected and two speech-language pathologists engaged in the group language intervention. In the groupnal language intervention, activities consisted of group time, playing riddles time, following directions time, drawing time, cooking time, word-chain game time, role-playing time, searching for objects based on directions, and recreation game time. To compare pre-treatment with post-treatment in the children with language disorders, repeated-measures ANOVA was used. The results were as follows; First, the Functional Language Intervention was effective in improving the number of communicative intentions of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions. Second, the Functional Language Intervention was effective in improving the number of semantic relations of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations. Third, the Functional Language Intervention was effective in improving the overall language abilities of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the overall language abilities.

경직형 마비성 구어장애 환자의 음절교호운동율

황보명(Bo-Myung Hwang),정옥란(Ok-Ran Jeong),강수균(Soo-Kyoon Kang) 한국언어치료학회 2000 言語治療硏究 Vol.9 No.1

요구하기 사회적 언어중재가 언어장애 유아의 사회적 언어 자발 표현에 미치는 효과

황보명(Bo-Myung Hwang),강수균(Soo-Kyoon Kang) 한국언어치료학회 1997 言語治療硏究 Vol.6 No.-

눈동자 운동이 가능한 컬러 스테레오 머리-눈 시스템의 개발

황보명(Myung Hwang-Bo),유범재(Bum-Jae You),오상록(Sang-Rok Oh),이종원(Jong-Won Lee) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

다운증후군 학생의 음운인식 능력

황보명(Bo Myung Hwang) 한국음성학회 2008 음성과학 Vol.15 No.3

The purpose of this study was to compare phonological awareness ability of students with Down Syndrome(DS) and typically developing children(TD). TD and DS were equal the reading abilities(reading recognition). The subject were 10 DS and 10 TD, and were examined by test of phonological awareness. The test of phonological awareness was composed according to phonological units(word, syllable, phoneme) and task types(deletion, discrimination, blending). The results obtained in this study were as follows: The total score of phonological awareness ability of DS were significantly lower than TD. And the score of phonological awareness ability according to phonological units and task types were significantly lower than TD. But both DS and TD performed better on phonological deletion and blending task than discrimination. TD and DS represented different correlation between task types and phonological units. This means that TD performed better on all types of tasks and phonological units than DS.

경도 정신지체 아동의 용언 사용능력에 관한 연구

황보명(Bo Myung Hwang),조은경(Eun Kyung Cho) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.3

The purpose of this study was to examine the total numbers of verb and adjective, numbers of other verb and adjective, and error rates between normal children(NC) and children with mild mental retardation(MR). The subjects were twenty children matched MLU-w and lexical level : each 10 of them were in each group(NC and MR). The elicitation for language sampling was story generation through picture book.   Results of this research were follow : Firstly, MR represented lowly the total number of verb and adjective than NC. Secondly, MR represented lowly the numbers of other verb and adjective than NC. Thirdly, MR showed high error rates rather than NC. By above results, we can know that children with mild mental retardation have difficulties in syntactic and semantic aspects.

다운증후군 아동과 일반 아동의 이야기 말하기 능력 비교 연구

황보명(Bo-Myung Hwang) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.4

The purpose of this study was to compare the story generation abilities of children with Down syndrome(DS) and typically developing children(TD). The total participants were 10 DS and 10 TD with same language level. The story generation abilities were examined by telling about the 『Three little pigs』 story book. The story generation abilities were analysed by structure concepts and grammatical abilities(the number of total utterance, the number of total words, the frequency of the nine parts of speech, and the frequency of simple sentence and complex sentence). The result obtained in this study were as follow:First, the story structure concepts of DS were significantly lower than TD.Second, the grammatical abilities of DS were significantly lower than TD in aspects of the number of total words, the frequency of numerals, adverb and postposition, and complex sentence.Third, TD and DS represented different correlation between the story structure concepts and grammatical abilities.