The Journal of Korean Academy of Sensory Integration (대한감각통합치료학회지)

Korean Academy of Sensory Integration (대한감각통합치료학회)
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A Systematic Study on the Intervention Study of Intellectual Disability Students in Elementary Schools : Focusing on the Design of Single-Subject Research in Korea

초등학교 지적장애 학생의 수업 참여도 중재 연구에 관한 체계적 고찰 : 국내 단일대상연구 설계 중심으로

  • Hwang, In-Bi (Dept. of Occupational Therapy, Wonkwang University) ;
  • Choi, Yoo-Im (Dept. of Occupational Therapy, Wonkwang University)
  • 황인비 (원광대학교 일반대학원 작업치료학과) ;
  • 최유임 (원광대학교 환경과학연구소, 의과대학 작업치료학과)
  • Received : 2021.08.31
  • Accepted : 2021.12.17
  • Published : 2021.12.31
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Abstract

Objective : The purpose of this study was to identify the characteristics of domestic single-subject research related to the participation of students with intellectual disabilities in classes. Methods : We investigated a total of five papers to determine the features and qualitative levels of the papers being analyzed. Results : A total of 12 subjects were studied, and experiments were conducted at all stages. All research used a multiple baseline design. The independent variables were the positive behavior support approach (2), the strength-oriented activities approach, the self-decision teaching and learning model approach, and the self-monitoring approach. As a dependent variables, there were four pieces set up exclusively for class participation behavior, and one that was set up mixed with class interruptions behaviors. The qualitative level of the studies to be analyzed was 100% of the high level. Conclusion : Through this study, single-subject studies that applied interventions related to participation in class for intellectual disabilities in elementary schools have confirmed that effective interventions were applied and that the quality levels were reliable.

목적 : 이 연구는 초등 지적장애 학생의 수업 참여도 중재에 대한 단일대상연구의 특성을 확인하는 것이다. 연구방법 : 총 5편의 논문을 선정하여 일반적 특성과 단일대상연구의 질적 수준을 알아보았다. 결과 : 연구 대상자는 12명이었으며, 중재는 모두 교실에서 진행되었다. 연구 설계는 모두 중다 간헐 기초선 설계를 사용하였다. 독립변인은 긍정적 행동지원, 장점강화활동, 자기결정교수학습모델, 자기점검법 등이었고, 종속변인은 수업참여 행동만을 측정(4편)하거나 수업참여 행동과 수업방해 행동을 함께 측정(1편)하였다. 분석 논문의 질적 수준은 모두 높은 수준으로 확인되었다. 결론 : 초등 지적장애 학생의 수업 참여도 중재 연구들은 효과적인 중재를 제공하고 질적 수준이 높아 근거 기반중재로 유용함을 확인할 수 있었다.

Keywords

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