본 연구에서는 로봇을 이용한 특수학급에서의 수업 상황, 로봇이 없는 특수학급 수업 상황, 그리고 로봇이 없는 일반 학급 수업 상황에서 자폐성 장애 아동의 언어 환경적 특성을 비교하고 ...
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https://www.riss.kr/link?id=A103850563
2013
Korean
KCI등재
학술저널
19-38(20쪽)
8
0
상세조회0
다운로드국문 초록 (Abstract)
본 연구에서는 로봇을 이용한 특수학급에서의 수업 상황, 로봇이 없는 특수학급 수업 상황, 그리고 로봇이 없는 일반 학급 수업 상황에서 자폐성 장애 아동의 언어 환경적 특성을 비교하고 ...
본 연구에서는 로봇을 이용한 특수학급에서의 수업 상황, 로봇이 없는 특수학급 수업 상황, 그리고 로봇이 없는 일반 학급 수업 상황에서 자폐성 장애 아동의 언어 환경적 특성을 비교하고 아동의 언어적 상호작용에 있어서 차이가 있는지 살펴보았으며 3주 동안의 추이를 비교해 보았다. 연구 결과, 언어 환경에 있어서 세 조건 간에는 대부분 통계적으로 유의한 차이가 없었으나 침묵에서만 유의한 차이가 있었다. 언어적 상호작용에 있어서는 발화, 단어 말하기, 구어적 상호작용 세 가지를 분석하였는데, 통계적으로는 유의한 차이가 없었으나 시간에 따른 추이를 살펴 본 결과 중재 시작 시 발화, 단어, 구어적 상호작용 모두에 있어 로봇이 높게 시작했으나 시간이 갈수록 떨어져 나중에는 특수학급이나 일반학급 수업 상황 보다도 더 떨어지는 것으로 나타났다. 또한 이러한 변화는 통계적으로도 유의했다.
다국어 초록 (Multilingual Abstract)
In the current study, we compared the language environment and changes in interaction of a child with autism spectrum disorders during robot-mediated instruction, special education classroom, and inclusive classroom for the period of 3-weeks. The resu...
In the current study, we compared the language environment and changes in interaction of a child with autism spectrum disorders during robot-mediated instruction, special education classroom, and inclusive classroom for the period of 3-weeks. The results indicate that there were no significant differences between the three conditions except for the amount of silence. As for verbal interaction, numbers of spontaneous communication, word production, and verbal interaction were counted. The results showed that there were no signficant differences between the three conditions, however, all correlation tests proved to be significant across time. We found that in robot condition, spontaneous communication, word production, and verbal interaction started higher than special education or inclusive education settings. However, as time passed, the decrease rate was significantly higher than the other two.
참고문헌 (Reference)
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1 지식경제부, "제1차 지능형 로봇 기본 계획 2010년 실행 계획" 지식경제부 2010
2 Moore, M., "rief Report: Vocabulary acquisition for children with autism: Teacher or computer instruction" 30 (30): 359-362, 2000
3 Klin, A., "Young autistic children's listening preferences in regard to speech: A possible characterization of the symptom of social withdrawal" 21 : 29-42, 1991
4 Striblin, P., "Using conversation analysis to explore the recurrence of a topic in the talk of a boy with autism spectrum disorder" 23 : 555-582, 2009
5 Ploog, B., "Use of computer-assisted technologies(CAT) to enhance social, communicative, and language development in children with autism spectrum disorders" 43 (43): 301-322, 2013
6 Dautenhahn, K., "Towards interactive robots in autism therapy" 12 (12): 1-35, 2004
7 Feil-Seifer, D., "Toward social assistive robotics for augmenting interventions for children with autism spectrum disorders" 54 : 201-210, 2009
8 Wainer, A., "The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders" 5 (5): 96-107, 2011
9 Bruner, J., "The ontogenesis of speech acts" 2 (2): 1-19, 1975
10 Srinivasan, S., "The effect of -robot-child interactions on social attention and verbalization patterns of typically developing children and children with autism between 4 and 8 years" 3 (3): 111-118, 2013
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19 Lillard, A. S., "Pretend play skills and the child's theory of mind" 64 (64): 348-371, 1993
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2-4세 일반아동의 자발화 표본크기와 평균발화길이의 비교
고기능 자폐범주성장애 초등학생의 구체어 및 추상어 산출: 명사와 동사를 중심으로
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2028 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2022-01-01 | 평가 | 등재학술지 유지 (재인증) | |
2019-01-01 | 평가 | 등재학술지 유지 (계속평가) | |
2016-01-01 | 평가 | 등재학술지 유지 (계속평가) | |
2012-01-01 | 평가 | 등재학술지 선정 (등재후보2차) | |
2011-01-01 | 평가 | 등재후보 1차 PASS (등재후보1차) | |
2009-01-01 | 평가 | 등재후보학술지 선정 (신규평가) |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 1.83 | 1.83 | 1.68 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
1.67 | 1.64 | 2.126 | 0.5 |