반응적 상호작용 전략 중심의 부모교육 프로그램이 다문화가정 내 자폐 범주성 장애 유아의 모아 상호작용에 미치는 영향 = The Effect of a Parental Training Program focused on a Responsive Interaction Strategy on the Social Interaction between Multicultural Parents and their Children with Autism Spectrum Disorder

국문 초록 (Abstract)

본 연구에서는 반응적 상호작용 전략을 포함한 부모교육 프로그램을 다문화가정의 특수성에 맞게 적용함으로써 다문화가정 내 자폐 범주성 장애 유아와 어머니의 사회적 상호작용에 미치는 영향을 알아보고자 하였다. 총 20회기의 부모교육 프로그램이 이루어졌으며, 이후에는 피드백 제공 회기가 시행되었다. 연구 설계는 대상자간 중다 간헐 기초선 설계를 사용하였다. 중재가 종료된 4주 후에는 중재효과의 유지 여부를 확인하였으며, 기초선, 부모교육, 피드백 제공, 유지 기간 동안 각 1회씩 가정 내에서의 일반화를 측정하였다. 연구 결과 세 쌍의 자폐 범주성 장애 유아와 어머니 모두 사회적 상호작용 발생률이 증가한 것으로 나타났으며, 중재 종료 후에도 중재 효과가 유지되었다. 또한 중재 효과는 가정으로 일반화가 이루어졌다. 이러한 연구 결과는 유아에게 가장 많은 영향을 미칠 수 있는 부모에게 전략을 교육하여 사회적 상호작용을 증가시키고 일반화를 이끌어 냈다는 측면과, 국내에서 거의 이루이지지 않은 다문화가정 내 자폐 범주성 장애 유아의 사회적 상호작용에 관한 연구라는 측면에서 논의되었으며, 다문화가정 내 자폐 범주성 장애를 비롯한 장애아동에 대한 보다 많은 근거 기반의 연구들이 이루어질 필요가 있다는 것을 제안하고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to evaluates the effects of parental training on the social interaction between mothers and their children with ASD. Parents of children with ASD were provided training on ASD and a Responsive Interaction Strategy, which promotes social interaction in children with ASD. The study was conducted with the understanding that the interactions between parents and children would be from a multicultural perspective.
A multiple probe baseline design across subjects are used in order to confirm the intervention effect. After four weeks of intervention terminated, the maintenance was recorded. The intervention effect for the three sets of participants generalization on home setting was measured on each condition. The results of the study are as follow. First, the rate of social interaction increased in all three sets of foreign mothers and children with ASD. Second, the rate of social interaction was maintained, at the level similar to late intervention, after intervention was terminated. Third, the intervention effect was generalized in all three sets of foreign mothers and children with ASD.
The significance of the study performed can be measured by the range expansion of existing research on disabled children in multicultural families; the inclusion of additional considerations in parental training programs for multicultural families with special circumstances; the development of parental training strategies for those who have the most influence on their children, and increased social interaction in children with ASD. Our finding suggested that more evidence-based research about children with ASD in multicultural families needs to be done.

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