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본 연구에서는 PDA를 활용한 보완․대체 의사소통 중재가 학교, 가정, 패스트푸드점의 3가지 상황에서 비구어 자폐성장애 학생의 의사소통 기능과 발성모방, 상동행동의 변화에 미치는 효과를 알아보고자 하였다. 연구설계는 상황별 중다기초선 설계를 사용하였다. 연구 결과 기초선 단계에서 연구대상 학생은 각 상황에서 의사소통 기능이 다양하지 못하였다. 기초선 단계에서 대상 학생은 상황에 따라 사회화 기능과 요구하기 기능이 전혀 또는 거의 보이지 않았으며, 관찰 시간 동안 신음소리 내기, 몸 앞뒤로 흔들기와 같은 상동행동을 평균 5∼6회 나타내었다. 그러나 중재를 시작하면서 의사소통 기능 중 학생의 사회화, 요구하기 비율이 증가하였으며, 불확실/무반응의 비율은 감소하였다. 또한 중재를 통해 발성모방과 상동행동에 변화가 있었다.


The purpose of this study was to identify the effect of AAC intervention program using PDA on communication and stereotype behavior of a student with nonverbal autism. Three different situations, the school, home and fast-food restaurant, was selected to analyze the outcome of the AAC intervention using PDA. The study design was the multiple probe baseline across setting design and the intervention program was composed of the script activities, symbolic learning program and communicative function train using milieu teaching strategy. The data collected was by analysing the video clip of three different situations recorded in portable camcorder and the outcome was analyzed in terms of communicative function, role, vocal imitation, and the frequency of stereotype behavior. The conclusion as a result of the study are as follows. First, AAC intervention using PDA was found to be effective for changing the communicative function of the student with nonverbal autism. Second, AAC intervention using PDA was found to be effective to stimulate his vocal imitation the student with nonverbal autism. Third, AAC intervention using PDA was found to be effective to improve the stereotype behavior of the student with nonverbal autism. As this study was conducted with only one student with nonverbal autism, it's difficult to generalize the result, the subject and the situation will be extended in the further study.