청능훈련을 위한 말지각 발달 검사 도구(KNISW-DASP)개발 연구

다국어 초록 (Multilingual Abstract)

This study aimed at developing a test battery to assess the development of the speech perception abilities of hearing - impaired children (Korean National Institute for Special Education- Developmental Assessment of Speech Perception KNISE - DASP) that is useful to design and implement auditory-training and education programs, along with screening and diagnosis of developmental speech-perception level. Based on studies and tests published in Korea and overseas, developmental patterns of speech perception in hearing- impaired children were reviewed and a preliminary battery was assembled. Preliminary data were collected in 539 kindergarten and elementary school students, to assess the validity and discriminative capacity of the test items, the best presentation method, and ease of scoring; based on these data, standardized tests items were chosen.
Data were collected on 1,227 children aged 3 - 12 attending kindergarten and elementary Korean schools, to standardize the battery, obtain descriptive statistics, perform reliability and validity tests, and define norms and analysis criteria. This database was used to establish percentiles and school year criteria, determine alternate forrn test reliability, test-retest reliability and inter-item consistency coefficients. 1n addition, the concurrent validity was estimated from correlations between perforrnance in the battery subtests and existing standardized speech tests; construct validity was assessed from intercorrelations between the battery subtests. 1n addition, performance on the battery was studied in 209 students aged 3 -12 attending deaf schools to assess the feasibility of using the battery in this. The results of this study are sumrnarized as follows.
First, the KN1SE - DASP is composed of 8 sub tests based on stimulus units of phoneme, word, and sentence including Ling 6 Sound Test, Consonants and Vowels Test (CVT), Words Pattern Test (WPT), Words Recognition Test (WRT), Sentences Recognition Test (SRT), Sentences Comprehension Test (SCT), Sentences Memory and Sequence Test, and Connected Speech Test (CST). Each sub- test included two or more altemate test fonns varying in presentation method (Open!Closed) and difficulty (Easy!Hard). It includes percentile and scale scores for each school year and can be used to establish, implement and assess educational plans along with screening and diagnosis of developmental speech -perception level.

Second, the test reliability showed significant reliability coefficients for the A and B altemate forrns of WPT, WRT, SRT, SCT, SMST, and CST and the A, B, C, and D alternate forrns of SRT-Open. The test-retest reliability coefficients varied across sub tests, but the average test and retest scores were close to the maximum scores, all differences being insignificant, suggesting that over time the tests results were stable. 1n general, the inter-item consistency was satisfactory, with reliability coefficients ranging from 0.327 - 0.822 for A fonn, and from 0.444 - 0.918 for B fonn; the exceptions occurred when the reliability model assumptions were not met, when the variance of a subset of measures was 0 or the average covariance of the items was negative. These results suggest that the KNISE-DASP provides consistent indices and information about children' s speech perception abilities.
Third, validity was estimated from correlations between performance in the KNISE - DASP battery and performance in standard Korean-speech audiometric tests. Statistical1y similar average scores were observed for the following: a)KNISE-DASP CSRT-Closed-Hard) and the Korean Standard-Monosyllabic Word Lists for Preschoolers CKS-MWL-P), b) KNISE- DASP CSRT-Closed-Hard), and the Korean Standard-Sentence Lists for Preschoolers CKS-SLP), and c)KNISE - DASP CSRT- Open- Hard) and Korean Standard-Sentence Lists for School Children CKS-SL-S).
Fourth, the results of deaf-schools students revealed a wide range of developmental abilities, most of them being in early speech perception stages.
Moreover, performance differed depending on the sub tests difficulty and presentation method: test performance was lower in the “"hard" than the “"easy"
tests, and lower in the open- than the closed-set tests. Thus, performance in the KNISE-DASP sub tests of appropriately reflects the ability level.
In conc1usion, the KNISE - DASP battery provides consistent and valid infonnation about the development of speech-perception ability in children aged 3 through 12, and is consistent with the hierarchy of speech - perception developmental stages. It can be used not only to plan auditory training or progression assessment, but also to set educational goals and teaching methods for individualized education. However, the KNISE - DASP did not include separate sub tests for cases when existing standardized test instruments are available.
Furthermore, it could not cover all stages of the speech development due to limitations in the teacher and therapist ability to perform the subtests, and accessibility of test environments. The understanding of the developmental stages of children would be more detailed and comprehensive if existing standardized tests are included in the evaluation and supplemented with other applicable tests.

Further improvement of the KNISE - DASP test battery will accrue from increased use and continuous reflection on the relevant issues and the research and study limitations. The understanding of the developmental stages of children can be more detailed and comprehensive if the existing standardized tests are included in the evaluation or other applicable tests can be supplemented. It is desirable that the KNISE - DASP is developed into the tests with greater use and reliability by continuously addressing the issues that arise in the field along with the limitations to the research and study, while continuing various studies in regard to the outcomes of the development.

목차 (Table of Contents)

• Ⅰ. 서론 21
• 1. 연구의 필요성 21
• 2. 연구의 목적 24
• 3. 용어의 정의 25
• 가. 말지각 (Speech Perception) 25
• 나. Closed set 또는 Closed (보기가 있는 펴
• 쇄명 응답) 25
• 다. Open set 또는 Open (보기가 없는 개빌병 응답) 25
• 라. Easy (쉬운 문항) 26
• 마. Hard (어려운 문항) 26
• 4. 연구의 방향 26
• 5. 연구의 내용 28
• 6. 연구의 방법 29
• 가.문헌연구 29
• 나. 조사연구 30
• 다. 전문가의 자문 및 검토 30
• 라. 연구진 협의회 31
• 마. 검사자 워크숍 31
• 7. 연구의 절차 32
• Ⅱ. 이론적 배경 37
• 1. 청력손실이 교육에 미치는 영향 37
• 2. 청각장애아동의 청능 및 말·언어 발달 및 특성 37
• 가. 전기 언어기 38
• 나. 초기 언어기 39
• 다. 후기 언어기 40
• 라. 청소년기 언어 41
• 마. 인공와우 착용아동의 말지각 특성 41
• 3. 청능 및 말지각 발달 단계 이론 44
• 4. 청각장애아동의 말지각 평가 47
• 가. 자국 단위별 말지각 평가 도구 49
• 나. 청각 행동 발달 평가 질문지 및 설문지 56
• 다. 발달 위계에 따라 기폰 검샤 도구를 적용하는 평가 도구 56
• 라. 말지각 발달에 따른 종합적 말지각 평가 도구 58
• 마. 청각장애아동의 말지각 평가의 고려점 59
• Ⅲ. 검사 도구의 구성모형과 구성내용 63
• 1.검사 도구의 구성모헝 63
• 2. 검사 도구의 구성내용 67
• 가. KNISE-DASP (Ling 6음 검사) 67
• 나. KNISE-DASP (자 · 모음 검사) 71
• 다. KNISE-DASP (단어패턴인지 검사) 75
• 라. KN ISE-DASP (단어인지 검사) 81
• 마. KNISE-DASP (문장인지 검사) 84
• 바. KNISE-DASP (문장이해 검사) 94
• 사. KN ISE-DASP (문장기억·순서화 검사) 102
• 아. KNISE-DASP (이야기이해 검사) 107
• Ⅳ. 검사 도구의 개발과 표준화 113
• 1. 검사문항 개발 113
• 가. 검사문항 개발 113
• 나.그림 및 실물도구 제작 114
• 2. 예비검사 115
• 가. 검사 목적 115
• 나. 검사 대상 116
• 다. 검사 도구 117
• 라. 검사자 선정과 훈련 118
• 마. 검사방법 118
• 바. 자료 처리 및 분석 118
• 사. 예비검사 결과 119
• 3. 표준화검사 125
• 가. 표본 추출 125
• 나. 검사실시 128
• 다.검사요원 129
• 라. 자료처리 및 분석 130
• Ⅴ. 결과 분석 및 해석 133
• 1. 기초 통계 분석 133
• 가. 음소 검사 결과 133
• 나. 단어 검사 결과 134
• 다. 문장 검사 결과 136
• 2. 규준 및 준거 작성 142
• 가. 준거 작성 144
• 나. 규준 작성 145
• 3. 신뢰도 147
• 가. 동형검사 신뢰도 147
• 나. 재검사 신뢰도 151
• 다. 문항 내적 일치도 155
• 4. 타당도 157
• 가. 내용 타당도 157
• 나. 공인 타당도 158
• 5. 청각장애아동의 검사 결과 160
• 나. 신뢰도 163
• Ⅵ. 결론 및 제언 169
• 1. 결론 169
• 2. 제언 171