일상활동기술 교수프로그램이 발달지체유아의 일상활동기술과 자발화 향상에 미치는 효과 = Individualized Daily Activity Skill Programs to Improve Spontaneous Verbalizations and Daily Living Skills for Students with Developmental Delays

다국어 초록 (Multilingual Abstract)

The individualized daily activity skill program used in the study has been developed to maximize the accessibility to regular education setting for the students with developmental delay, and help them identify contextually appropriate verbal behaviors and daily living skills in an inclusive setting. To assess the effects of the individualized daily activity skill program, the study suggested three purposes. First, it was to see if the individualized daily living skill program could improve their independent performances of daily activity skills in the inclusive setting. Second, it was to see if the program could help increase the spontaneous verbalization of target words related to their body concepts and daily activity words while they were performing the daily activity skills in the inclusive setting. Third, it was to see if their increased independent performance levels of daily activity skills by the program could maintain in the inclusive setting. Two parts of the individualized daily activity skill program, such as the language training and the daily living skill training, were conducted simultaneously in the study. The students were simultaneously trained to verbalize the target words that were used in the instruction of the daily living skills. Then, they were instructed to perform each step of daily living skills in the inclusive setting. In the other word, the students were instructed to verbalize hand, elbow, soap, and towel while training washing hands, verbalize right hand, mouth spoon, and fork while training having a meal, and verbalize finger, thigh pants, and panty while training urinating. For example, the students simultaneously verbalized the words right hand, mouth spoon, and fork as performing the steps of having a lunch in a school cafeteria. The results of the study suggested the followings. First, the individualized daily living skill program improved the independent performances of daily living skills for the students with developmental delay in the inclusive setting. Second, the individualized daily living skill program increased their spontaneous verbalization of target words related to their body concepts and daily living words. Their increased independent performance levels of daily activity skills by the program maintained in the inclusive setting.

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