상호적 음악 활동에서의 또래중재 적용 사례: 장애-비장애 유아의 상호작용 및 또래유능성 변화 = Peer-Mediated Intervention in Interactive Music Activities: Changes in Play Interaction Behaviors and Peer Competence of Children With and Without Disabilities

다국어 초록 (Multilingual Abstract)

This study aimed to analyze the effects of peer mediation in interactive music activities on the interaction behaviors and peer competence of young children. Fifteen typically developing (TD) children and three children with developmental disabilities (DD), aged aged 5 to 6, participated. The intervention was conducted twice a week for 30 minutes per session, over a total of eight sessions. Each session included joint musical activities to promote mutual awareness, application of peer-mediated intervention strategies to help them acquire specific social skills, and collaborative musical activities aimed at achieving shared goals. Behavioral observations and the Peer Competence Scale were used to see whether there is an increased engagement in social interaction and changed perception on peer competence. The results showed that both groups exhibited a decreased rate of interaction discontinuity. Furthermore, TD children showed significant improvement in perceived peer competence (p < .001), and children with DD also demonstrated increased competence. These results suggest that, in inclusive educational settings, music can serve as an effective facilitator in the process by which TD children mediate interactions with their peers with DD. This indicates the potential to expand inclusive intervention approaches for children with and without disabilities.