A Literature Review of AAC Strategies with Children during Functional Communication Training

국문 초록 (Abstract)

보완대체 의사소통을 활용한 기능적 의사소통 훈련에 관한 23개의 영문 학회지 발표 연구를 양적인 방법으로 분석하였다. 8세 이하의 영유아가 연구대상으로 포함된 연구를 분석하였으며 연구대상 전체에서 8세 이하 영유아의 결과만을 분리하여 분석하였다. 총 38영유아가 의료기관, 가정, 교육기관에서 행해진 보완대체 의사소통을 활용한 기능적 의사소통 훈련 연구에 참여하였다. 상당수의 참여 영유아는 말을 하지 못하는 지적장애 진단을 받은 남아였다. 문제행동 평가 부분에서 기능적 행동 평가가 가장 많이 사용되었으 며 다수의 영유아가 자해 행동, 공격 행동, 파괴적 행동을 보였다. 분석한 대부분의 연구들은 질 높은 단일대상연구들이었다. 기능적 의사소통 훈련을 보완대체 의사소통과 함께 적용하는 방법은 새로운 의사소 통 행동을 증가시키고 문제행동을 감소시키는데 효과적이었다. 가장 많이 사용된 보완대체 의사소통 방법으 로는 음성산출 보조도구와 그림 및 글자 등의 심볼이 있었다.

다국어 초록 (Multilingual Abstract)

Twenty three articles were reviewed to complete a quantitative analysis of research on Functional Communication Training (FCT) with Augmentative and Alternative Communication (AAC) strategies. The review was limited to studies that included participants under the age of eight and the results of children under the age of 8 were extracted from larger participant groups of the studies. A total of 38 children participated in the 23 studies across settings such as clinical, home, and educational settings. Most participants were male, nonverbal, diagnosed with mental retardation. Functional analysis was commonly used in the assessment and many children engaged in self-injury, aggression, or destructive behavior. Many of the reviewed studies demonstrated high quality in the single subject designs. The combination of FCT and AAC has been effective in increasing new communication responses while concomitantly reducing challenging behaviors. The most commonly used AAC strategy consisted of voice output communication aids (VOCAs) and symbols.

참고문헌 (Reference)

1 Fox, L., "Young children with challenging behavior : Issues and considerations for behavior support" 4 : 208-217, 2002

2 Reichle, J., "Using request for assistance to obtain desired items and to gain release from non preferred activities : Implications for assessment and intervention" 25 : 47-66, 2002

3 Campbell, R. V., "Using functional equivalence training to reduce severe challenging behavior: A case study" 5 : 203-216, 1993

4 Gibson, J. L., "Using desktop videoconferencing to deliver interventions to a preschool student with autism" 29 : 214-225, 2010

5 Steege, M. W., "Use of negative reinforcement in the treatment of self-injurious behavior" 23 : 459-467, 1990

6 Vollmer, T. R., "Treatment of self-injury and hand mouthing following inconclusive functional analysis" 27 : 331-344, 1994

7 Iwata, B. A., "Toward a functional analysis of self-injury" 2 : 3-20, 1982

8 Scott, T. M., "Toward a consensus of functional behavioral assessment for students with mild disabilities in public school contexts : A national survey" 23 : 265-286, 2000

9 Horner, R. H., "The use of single-subject research to identify evidence-based practice in special education" 71 : 165-179, 2005

10 Northup, J., "The treatment of severe behavior problems in school settings using a technical assistance model" 27 : 33-47, 1994

11 Carr, E. G., "The motivation of self-injurious behavior : A review of some hypotheses" 84 : 800-816, 1977

12 Derby, K. M., "The long-term effects of functional communication training in home settings" 30 : 507-531, 1997

13 Thompson, R. H., "The evaluation and treatment of aggression maintained by attention and automatic reinforcement" 31 : 103-116, 1998

14 Cooper, H., "Synthesizing research : A guide for literature reviews (3rd Ed.)" Sage Publications 1998

15 Horn, E., "Supporting young children with multiple disabilities: What do we know and what do we still need to learn?" 31 : 241-248, 2012

16 Kazdin, A. E., "Single-case research designs : Methods for clinical and applied settings" Oxford University Press 1986

17 Durand, V. M., "Severe behavior problems : A functional communication training approach" Guilford Press 1990

18 O' Brien, S., "Reinforcement-based reductive procedures : A review of 20 years of their use with persons with severe or profound retardation" 15 : 148-159, 1990

19 Carr, E. G., "Reducing behavior problems through functional communication training" 18 : 111-126, 1985

20 Schlosser, R. W., "Promoting generalization and maintenance in augmentative and alternative communication : A meta-analysis of 20 years of effectiveness research" 16 : 208-226, 2000

21 Powell, D., "Prevention and intervention for the challenging behaviors of toddlers and preschoolers" 19 : 25-35, 2006

22 Artesani, A. J., "Positive behavior supports in general education settings: Combining person-centered planning and functional analysis" 34 : 33-38, 1998

23 Schieltz, K. M., "Indirect effects of functional communication training on non-targeted disruptive behavior" 20 : 15-32, 2011

24 Arndorfer, R. E., "Home-based descriptive and experimental analysis of problem behaviors in children" 14 : 64-87, 1994

25 Carr, E. G., "Functional equivalence of autistic leading and communicative pointing : Analysis and treatment" 19 : 561-578, 1989

26 Mancil, R., "Functional communication training: A review of the literature related to children with autism" 41 : 213-224, 2006

27 Durand, V. M., "Functional communication training using assistive devices: Recruiting natural communities of reinforcement" 32 : 247-267, 1999

28 Durand, V. M., "Functional communication training using assistive devices: Effects on challenging behavior and affect" 9 : 168-176, 1993

29 Braithwaite, K. L., "Functional communication training to replace challenging behaviors across two behavioral outcomes" 15 : 21-36, 2000

30 Durand, V. M., "Functional communication training to reduce challenging behavior: Maintenance and application in new settings" 24 : 251-264, 1991

31 Sigafoos, J., "Functional communication training for the treatment of multiply determined challenging behavior in two boys with autism" 20 : 60-84, 1996

32 Neilsen, S. L., "Functional behavioral assessment in early education settings" 26 : 115-131, 2004

33 Vollmer, T. R., "Functional analysis of severe tantrums displayed by children with language delays : An outclinic assessment" 20 : 97-115, 1996

34 Moore, T. R., "Functional analysis and treatment of self-injurious behavior in a young child with traumatic brain injury" 24 : 1511-1518, 2010

35 Wacker, D. P., "Evaluation and long-term treatment of aberrant behavior displayed by young children with disabilities" 19 : 260-266, 1998

36 Brown, K. A., "Evaluating the effects of functional communication training in the presence and absence of establishing operations" 33 : 53-71, 2000

37 Parker, R. I., "Evaluating single-case research data : a comparison of seven statistical methods" 34 : 189-212, 2003

38 Tait, K., "Evaluating parent use of functional communication training to replace and enhance prelinguistic behaviours in six children with developmental and physical disabilities" 26 : 1241-1254, 2004

39 Campbell, J. M., "Efficacy of behavior interventions to reduce problematic behaviors in persons with autism : A quantitative synthesis of single-subject research" University of Memphis 2000

40 Olive, M. L., "Effect size calculations and single subject designs" 25 : 313-324, 2005

41 Symons, F. J., "Early intervention for early, aberrant repetitive behavior : Possible, plausible, probable?" 23 : 20-21, 2000

42 Dunlap, G., "Early intervention and serious problem behaviors: A comprehensive approach" Brooks 31-50, 1996

43 Buckley, S. D., "Differential impact of response effort within a response chain on use of mands in a student with autism" 26 : 77-85, 2005

44 Moes, D. R., "Contextualized behavioral support in early intervention for children with autism and their families" 32 : 519-533, 2002

45 Kahng, S., "Comparison of single and multiple functional communication training responses for the treatment of problem behavior" 33 : 321-324, 2000

46 Cunningham, E., "Comparison of results of functional assessment and analysis methods with young children with autism" 35 : 406-414, 2000

47 Reichle, J., "Communicative alternatives to challenging behavior : Integrating functional assessment and intervention strategies(Vol. 3)" Paul Brookes Publishing Company 1993

48 Sigafoos, J., "Communication development and aberrant behaviour in children with developmental disabilities" 35 : 168-176, 2000

49 Cress, C., "Common questions about AAC services in early intervention" 19 : 254-272, 2003

50 Mildon, R. L., "Combining noncontingent escape and functional communication training as a treatment for negatively reinforced disruptive behavior" 6 : 92-102, 2004

51 Peck, S. M., "Choice-making treatment of young children's severe behavior problems" 29 : 263-290, 1996

52 Neilsen, S. L., "Challenging behavior in your classroom? Don't react, teach instead" 2 : 2-12, 1998

53 O' Neill, R. E., "Brief report : A assessment of stimulus generalization and contingency effects in functional communication training with students with autism" 31 : 235-240, 2001

54 Peterson, S. M. P., "Blending functional communication training and choice making to improve task engagement and decrease problem behaviour" 25 : 257-274, 2005

55 Campbell, S. H., "Behavior problems in preschool children : A review of recent research" 36 : 113-149, 1995

56 Winborn, L., "Assessment of mand selection for functional communication training packages" 35 : 295-298, 2002

57 Falcomata, T. S., "Assessment and treatment of elopement maintained by access to stereotypy" 43 : 513-517, 2010

58 Wacker, D. P., "An evaluation of persistence of treatment effects during long-term treatment of destructive behavior" 96 : 261-282, 2011

59 Berg, W. K., "An evaluation of multiple dependent variables across distinct classes of antecedent stimuli pre and post functional communication training" 3 : 305-333, 2007

60 Dalmau, Y. C. P., "A preliminary evaluation of functional communication training effectiveness and language preference when Spanish and English are manipulated" 20 : 233-251, 2011

61 Marquis, J. G., "A meta-analysis of positive behavior support" Lawrence Erlbaum Associates 125-158, 2000

62 Olive, M. L., "A literature review of functional communication training for people with disabilities" 2014

63 Wacker, D. P., "A component analysis of functional communication training across three topographies of severe behavior problems" 23 : 417-429, 1990