박미화 박인숙 2020-02 29538 https://aurora.ajou.ac.kr/handle/2018.oak/19612 학위논문(석사)--아주대학교 교육대학원 :특수교육,2020. 2 스크립트 활용 상황이야기 중재를 통해 의사소통 및 문제행동에 미치는 영향에 대해 알아보았으며, 중다기초선 설계를 실시한 단일대상 연구이다. 실험 결과 스크립트 활용 상황이야기는 의사소통 기능을 향상시켰으며, 문제행동을 감소시켰다. 뿐만 아니라 중재가 끝난 이후 향상된 의사소통과 감소된 문제행동은 유지되었다. 스크립트 활용 상황이야기는 의사소통 및 문제행동에 긍정적인 영향을 미쳤으며, 교육현장에서 효율적으로 활용될 수 있음을 시사한다. I. 서론 ····················································································································1 1. 연구의 필요성 및 목적 ·················································································1 2. 연구문제 ···········································································································5 3. 용어의 정의 ·····································································································5 가. 상황이야기 ·································································································5 나. 스크립트 ·····································································································6 다. 의사소통 기능 ···························································································6 라. 문제행동 ·····································································································6 II. 이론적 배경 ·································································································8 1. 자폐성 장애아동의 의사소통 특성 ·····························································8 2. 자폐성 장애아동의 사회 인지력 결함 ·····················································11 가. 마음읽기 능력 결함 ···············································································11 나. 중앙응집 능력 결함 ···············································································13 다. 실행기능 결함 ·························································································14 3. 자폐성 장애아동의 문제행동 특성 ···························································16 4. 자폐성 장애아동의 스크립트 중재 ···························································17 5. 자폐성 장애아동의 사회상황이야기 ·························································18 III. 연구 방법 ··································································································23 1. 연구 대상 ·······································································································23 가. 대상자 선정 기준 ···················································································23 나. 연구 대상자의 특성 ···············································································22 2. 연구 도구 ·······································································································25 가. 진단도구 ···································································································25 나. 중재도구 ···································································································26 다. 평가도구 ···································································································28 3. 연구설계 및 절차 ·························································································29 가. 연구 설계 ·································································································29 나. 절차 및 일정 ···························································································29 다. 실험 절차 ·································································································30 4. 자료 수집 및 분석 방법 ·············································································33 가. 문제행동 및 의사소통 조작적 정의 ···················································33 나. 자료의 측정 및 수집 방법 ···································································34 다. 자료 분석 ·································································································35 5. 관찰자간 신뢰도 ···························································································36 6. 중재 충실도 ···································································································37 7. 사회적 타당도 ·······························································································37 IV. 연구 결과 ·······························································································39 1. 의사소통 기능의 변화와 유지 ···································································39 가. 인사하기의 변화 ·····················································································39 나. 대답하기의 변화 ·····················································································40 다. 요구하기의 변화 ·····················································································40 2. 문제행동의 변화와 유지 ·············································································43 가. 과제방해 행동의 변화 ···········································································43 나. 자리이탈 행동의 변화 ···········································································43 IV. 논의 및 결론 ···························································································46 1. 요약 및 논의 ·····························································································46 2. 결론 및 제언 ·····························································································49 참고문헌 ··········································································································51 부록 ··················································································································59 kor The Graduate School, Ajou University 아주대학교 논문은 저작권에 의해 보호받습니다. 스크립트 활용 상황이야기 중재가 자폐성 장애아동의 의사소통 및 문제행동에 미치는 영향 Thesis 아주대학교 교육대학원 교육대학원 특수교육 2020. 2 Master I804:41038-000000029538 http://dcoll.ajou.ac.kr:9080/dcollection/common/orgView/000000029538 문제행동 상황이야기 의사소통 자폐성장애