국내 발달장애 학생 대상 쓰기 중재 연구 동향 및 질적 지표 분석: CEC 질적 지표를 활용하여 = Analysis of Writing Intervention Researches for Students with Developmental Disabilities: Using CEC Quality Indicators

다국어 초록 (Multilingual Abstract)

[Purpose] Students with developmental disabilities show several difficulties in writing and may require different approaches, compared to students with writing disabilities. Therefore, this study aimed to analyze trends in writing intervention studies targeting students with developmental disabilities and to evaluate whether individual studies are suitable as evidence-based practices by using the qualitative indicators suggested by the Council for Exceptional Children(CEC). [Method] From 2005 to 2025, 24 peer-reviewed writing intervention studies under the Korea Citation Index or Korea Citation Index Candidate were selected. The general characteristics of the research were analyzed based on publication year, participants, study design, background of the intervention, independent variables, and dependent variables. Also, scores based on CEC(2014) quality indicators were calculated for both group studies and single-subject studies. [Results] The number of writing intervention studies for individuals with developmental disabilities has increased in recent years, with most studies employing single-subject designs typically involving three participants. As an independent variable, explicit teaching interventions using modeling or structured practice were primarily employed, focusing on spelling or composition as the dependent variable. Analysis using CEC quality indicators revealed that both group and single-subject studies achieved an overall satisfaction rate of approximately 70%, although some indicators reflected insufficient quality levels. [Conclusion] Based on these findings, future directions for writing intervention studies for developmental disabilities and suggestions for improving research quality are discussed.