사회 극놀이 중 교사의 개입이 통합된 발달지체 유아의 자유선택활동 시간 중 사회적 상호작용에 미치는 영향 = The Effects of Teacher's Intervention in Sociodramatic Play on the Social Interactions of Integrated Young Children with Developmental Delays

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of teacher intervention in sociodramatic play to increase social interaction of children with developmental delays in an integrated classroom.
This study used a multiple baseline design across three subjects. In demonstrating the intervention, sociodramatic play was used by the teacher, provided to each participant for 15 minutes. Partial interval recording was used to collect data for 10 minutes. Generalization effects were evaluated during outdoor playtime. Three weeks after the intervention was completed, maintenance effects were evaluated in the same setting as the baseline condition.
The results obtained from the study are as following:
1. The frequency of participant social interaction with their peers was increased through teacher intervention in sociodramatic play.
2. The frequency of participant social interaction was generalized to different situations through teacher intervention in sociodramatic play.
3. The frequency of participant social interaction was maintained through teacher intervention in sociodramatic play.
This study applies the results of the study verifying the positive influences of teacher intervention to young children with developmental delays. Additionally, through implementation of intervention in the circumstance of free selected playtime, this study has significance to not only overcome the difficulty of generalization of social interaction intervention, but also to available methods of intervention.