어머니가 실행하는 공동관심 중심의 놀이 활동이 자폐 범주성 장애 영아의 공동관심선행기술과 공동관심행동에 미치는 영향 = The Effects of Mother Mediated Joint Attention-Focused Play on Precursors of Joint Attention and Joint Attention Behaviors of Toddlers with Autism Spectrum Disorders

국문 초록 (Abstract)

본 연구는 어머니가 실행하는 공동관심 중심의 놀이 활동을 실시했을 때 자폐 범주성 장애 영아의 공동관심선행기술과 공동관심행동이 증진되는지를 알아보기 위해 실시되었다. 중재는 공동관심행동을 보이지 않는 30개월 이하의 자폐 범주성 장애 영아 3명을 대상으로 참여자간 중다 기초선 설계를 사용하여 중재의 효과를 검증하였다. 연구자는 어머니교육과 피드백으로 이루어진 어머니훈련을 제공하였으며, 어머니는 매일 영아와 30분의 공동관심 중심의 놀이 활동을 실행하였다. 연구 결과, 어머니가 실행하는 공동관심 중심의 놀이 활동은 참여 영아의 공동관심선행기술과 공동관심행동 발생률 증가에 긍정적인 영향을 미친 것으로 나타났으며, 2명에게서 종료 4주 후에도 그 효과가 유지되었다. 공동관심선행기술은 2명에게서 대상 일반화, 1명에게서 상황 일반화되었고, 공동관심행동은 2명에게서 대상 일반화되었으나 모두에게 다른 상황으로 일반화되지 않았다. 연구 결과를 근거로 자폐 범주성 장애 영아를 위한 어머니 실행 놀이 중재의 의의에 대하여 논의하였으며, 향후 연구에 대해 제언하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out whether the mother mediated joint attention-focused play on promoting precursors of joint attention and joint attention behaviors for ASD toddlers. The participants in this study were three toddlers with ASD who were under 30 months, didn't show the joint attention behavior. This study used a multiple baseline design across participants to verify the intervention effects. The researcher gave mothers training which was consist of mother education and feedback, and mothers implemented 30 minutes joint attention-focused play every day. The results of the study were as follows. First, all toddlers showed improvement in the rate of precursors of joint attention and joint attention behavior through mother mediated joint attention-focused play. Second, in four-week follow-up observation, two toddlers were maintained. Third, precursors of joint attention were generalized to the other family members for two toddler and to the other situations for one toddler. Joint attention behaviors were generalized to the other family members for two toddlers but were not to the other situations. Implications and suggestions for the future directions of the related research were also discussed.

참고문헌 (Reference)

• 1 이소현, "특수아동교육 : 통합학급 교사들을 위한 특수교육 지침서" 학지사 2011
• 2 박현주, "일반영아와 발달장애유아의 공동관심 행동 특성 비교연구" 한국특수아동학회 12 (12): 325-350, 2010
• 3 이소현, "유아특수교육" 학지사 2003
• 4 곽금주, "영유아기 엄마와의 상호작용" 학지사 2012
• 5 이금진, "엄마도 할 수 있어요" 학지사 2002
• 6 김태련, "아동기 자폐증 평정척도" 도서출판 특수교육 1996
• 7 최윤희, "반응적 의사소통 전략을 중심으로 한 어머니훈련이 발달지체 유아와 어머니의 상호작용에 미치는 영향" 한국언어청각임상학회 11 (11): 122-144, 2006
• 8 봉귀영, "반응적 상호작용 전략 중심의 부모교육 프로그램이 다문화가정 내 자폐 범주성 장애 유아의 모아 상호작용에 미치는 영향" 한국특수교육학회 47 (47): 113-138, 2013
• 9 이소현, "단일대상연구" 학지사 2000
• 10 채유선, "가정에서 어머니가 실행한 중심축 반응 훈련이 자폐 범주성 장애 영유아의 공동관심 행동에 미치는 영향" 한국유아특수교육학회 8 (8): 41-66, 2008
• 11 채유선, "가정에서 어머니가 실행한 중심축 반응 훈련(Pivotal Response Training)이 자폐 범주성 장애 영유아의 공동관심(Joint Attention) 행동에 미치는 영향" 이화여자대학교 교육대학원 2008
• 12 Mahoney, G., "Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders" 23 : 77-89, 2003
• 13 Vismara, L. A., "Using perseverative interests to elicit joint attention behaviors in young children with autism theoretical and clinical implications for understanding motivation" 9 (9): 214-228, 2007
• 14 Baron-Cohen, S., "Understanding other minds" Oxford University Press 73-82, 2000
• 15 Bronfenbrenner, U., "Toward an experimental ecology of human development" 32 (32): 513-, 1977
• 16 Kaiser, A. P., "The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism" 11 (11): 423-446, 2000
• 17 Adamson, L. B., "The development of symbol‐infused joint engagement" 75 (75): 1171-1187, 2004
• 18 Scruggs, T. E., "The Quantitative Synthesis of Single-Subject Research Methodology and Validation" 8 (8): 24-33, 1987
• 19 Robins, D. L., "The Modified Checklist for Autism in Toddlers : an initial study investigating the early detection of autism and pervasive developmental disorders" 31 (31): 131-144, 2001
• 20 Martins, M. P., "Teaching children with autism to respond to joint attention initiations" 28 (28): 51-68, 2006
• 21 Carpenter, M., "Social cognition, joint attention, and communicative competence from 9 to 15 months of age" Monographs of the Society for Research in Child Development 1-174, 1998
• 22 Odom, S. L., "Single case design and growth curve analysis of an intervention to promote joint attention for toddlers with autism spectrum disorders" 2011
• 23 Kasari, C., "Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism" 40 (40): 1045-1056, 2010
• 24 Yoder, P., "Randomized comparison of two communication interventions for preschoolers with autism spectrum disorders" 74 (74): 426-, 2006
• 25 Schertz, H. H., "Promoting joint attention in toddlers with autism : A parent-mediated developmental model" 37 (37): 1562-1575, 2007
• 26 Buffington, D. M., "Procedures for teaching appropriate gestural communication skills to children with autism" 28 (28): 535-545, 1998
• 27 Sussman, F., "More than words: A parent's guide to building interaction and language skills for children with autism spectrum disorder or social communication difficulties" Hanen Centre 2012
• 28 Whalen, C., "Joint attention training for children with autism using behavior modification procedures" 44 (44): 456-468, 2003
• 29 Paparella, T., "Joint attention skills and language development in special needs populations : Translating research to practice" 17 : 269-280, 2004
• 30 McArthur, D., "Joint attention in preverbal children : Autism and developmental language disorder" 26 (26): 481-496, 1996
• 31 Jones, E. A., "Joint attention in children with autism theory and intervention" 19 (19): 13-26, 2004
• 32 Kasari, C., "Joint attention and symbolic play in young children with autism : a randomized controlled intervention study" 47 (47): 611-620, 2005
• 33 "Individuals with Disabilities Education Improvement Act of 2004"
• 34 Mundy, P., "Individual differences in joint attention skill development in the second year" 21 (21): 469-482, 1998
• 35 Girolametto, L. E., "Improving the social-conversational skills of developmentally delayed children : An intervention study" 53 (53): 156-, 1988
• 36 Schertz, H. H., "Effects of joint attention mediated learning for toddlers with autism spectrum disorders : An initial randomized controlled study" 28 : 249-258, 2013
• 37 Rocha, M. L., "Effectiveness of training parents to teach joint attention in children with autism" 29 (29): 154-173, 2007
• 38 National Research Council (US), "Educating children with autism" National Academies Press 2001
• 39 Wetherby, A. M., "Early social interaction project for children with autism spectrum disorders beginning in the second year of life A preliminary study" 26 (26): 67-82, 2006
• 40 Adamson, L. B., "Early social cognition: Understanding others in the first months of life" Lawrence Erlbaum Associates Publishers 281-297, 1999
• 41 Kasari, C., "Early intervention in autism : Joint attention and symbolic play" 23 : 207-237, 2000
• 42 Lovaas, O. I., "Behavioral treatment and normal educational and intellectual functioning in young autistic children" 55 (55): 3-, 1987
• 43 Carpenter, M., "Autism spectrum disorders" Brookes 31-54, 2000
• 44 Mahoney, G., "Autism and developmental delays in young children: The responsive teaching curriculum for parents and professionals: Curriculum guide" Pro Ed 2007
• 45 Pretti-Frontczak, K., "An activity-based approach to early intervention" Brookes Publishing Company 2004