학령전기 언어발달장애 아동의 그룹 언어치료 현황과 언어재활사 인식 = Current status and Speech-Language Pathologists’ Perception of Group Speech-Language Treatment of Preschool Children with Language Developmental Disorders

다국어 초록 (Multilingual Abstract)

Preschool period is considered to be the most effective time for early intervention for language development disorders and group speech-language treatment is gaining attention as an effective approach that complements limitations of individual therapy. Group speech-language treatment promotes communication skills of participants through natural interaction. Accordingly group speech-language treatment is believed to be effective in enhancing pragmatic abilities of the participants. In addition group treatment has economical advantages over individual treatment. Even with such advantages there has been little research on group speech-language treatment of pre-school children with language development disorders in Korea. Accordingly the current study tried to explore current status of group speech-language treatment for pre-school children with language development disorders in Korea. Morever the current study tried to explore speech-language pathologists(SLPs)’ perception toward the group treatment and its possible influential factors in order to provide foundational data for group speech-language treatment of pre-school children with language developomental disorders.
A total of 101 SLPs in South Korea took part in the survey of the current study. The majority of participants were female (91%), with an average age of 32.5 years. All participants held a national Speech-Language Pathologist license, and their average clinical experience was 6.6 years. Sixty percent of participants reported having conducted group therapy within the past year.
The study found that SLPs' overall knowledge level and confidence level in group speech-language treatment were moderate. Statistically significant differences in knowledge and confidence levels were observed according to license grade, clinical experience, experience in conducting group therapy, and completion of continuing education. Overall satisfaction with group speech-language treatment was slightly above moderate, and there was a statisticlally significant differences in overall satisfaction according to license grade and completion of continuing education. In contrast overall effect was relatively high and there was a statistically significant differences in effect according to license grade, clinical experience, and completion of continuing education.
The primary motivation for initiating group therapy was to create a communication environment for the generalization of children's communication abilities. Key considerations for group member composition included mutual understanding among parents, children's health status and activity times, and similar language development levels. Factors negatively impacting the effectiveness of group therapy primarily included the SLP's level of knowledge related to group therapy and their ability to manage client issues.
In conclusion, this study showed that SLPs in Korea would be actively employing group treatment for pre-school children with language developmental disorders even with moderate level of knowledge and confidence level. In addition a lack of knowledge related to group treatment was a major challenge in clinical practice. As with-in school and beyond school education would help SLPs to gain better understanding and confidence in group treatment, there should be further efforts on providing such education for SLPs. Furthermore support from various level of institutions would be warranted in order to provide enviornmental and financial support of group treatment. Moreover as group treatment could be applied for children with multiple disorders, a more comprehensive but individualized group treatment should be implemented.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 배경 및 목적 1
• 2. 연구 문제 3
• Ⅱ. 이론적 배경 5
• 1. 언어발달장애의 정의와 특성 5
• 2. 언어발달장애 아동의 중재 6
• 3. 그룹치료의 특징과 장점 9
• 4. 국내 언어발달장애 그룹치료 관련 연구 14
• Ⅲ. 연구 방법 16
• 1. 연구 대상 16
• 2. 연구 방법 및 절차 17
• 가. 설문지 문항 개발 17
• 나. 설문지 실시 절차 및 방법 19
• 3. 자료 분석 및 통계 처리 19
• Ⅳ. 연구 결과 21
• 1. 학령전기 언어발달장애 아동 그룹치료 구성 및 운영 21
• 가. 학령전기 언어발달장애 아동 그룹치료의 구성 21
• 나. 학령전기 언어발달장애 아동 그룹치료의 운영 22
• 다. 학령전기 언어발달장애 아동 그룹치료를 실시하지 못한 이유 23
• 2. 학령전기 언어발달장애 아동 그룹치료에 대한 인식 및 영향요인 24
• 가. 학령전기 언어발달장애 아동 그룹치료에 대한 지식 수준 24
• 나. 학령전기 언어발달장애 아동 그룹치료에 대한 자신감 수준 25
• 다. 학령전기 언어발달장애 아동 그룹치료에 대한 만족도 수준 27
• 라. 학령전기 언어발달장애 아동 그룹치료에 대한 효과 수준 29
• 마. 학령전기 언어발달장애 아동 그룹치료에 인식과 치료사 특성의 상관관계 34
• 3. 학령전기 언어발달장애 아동 그룹치료 실시와 관련된 인식 35
• 가. 학령전기 언어발달장애 아동의 그룹치료의 전반적인 필요성 35
• 나. 언어발달장애 그룹치료 관련 외부교육(보수교육 등)의 필요성 36
• 다. 학령전기 언어발달장애 아동 그룹치료를 지속하는데 영향을 주는 요인 37
• 라. 학령전기 언어발달장애 아동의 효과적인 그룹치료를 위해 필요한 것 39
• 마. 그룹치료 횟수 및 회기 당 시간 40
• 바. 그룹치료 인원 41
• 사. 인원 구성 시 고려할 요소 41
• 아. 학령전기 언어발달장애 아동의 그룹치료가 가장 필요하다고 생각되는 대상자 42
• 자. 학령전기 언어발달장애 아동 그룹치료 시작 동기 및 임상적 판단 근거 43
• 차. 그룹치료의 적절한 시기 45
• Ⅴ. 논의 및 결론 46
• 1. 학령전기 언어발달장애 아동 그룹치료 구성 및 운영 46
• 2. 학령전기 언어발달장애 아동 그룹치료에 대한 인식 및 영향요인 48
• 3. 학령전기 언어발달장애 아동 그룹치료 실시와 관련된 인식 49
• 참 고 문 헌 52
• 부록 59