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환경중심 언어중재가 자폐성 아동의 의사소통 기능에 미치는 효과 원문보기

  • 저자

    남옥심

  • 학위수여기관

    昌原大學校

  • 학위구분

    국내석사

  • 학과

    교육학과

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    ii, 58장.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8935878&outLink=K  

  • 초록

    The purpose of the study was to know the effects of milieu based language intervention on communicative functions of children with autistic disorders. The study has progressed as 40 sessions, 3 times a week and allocated 20 minutes for every time, for 3 children with autistic disorders. A multi-base line design was adopted. It was studied how the overall conditions for requiring, reply and refusal have changed. The functions of requiring, reply and refusal were divided into sub-groups; behaviors and voluntary speech. The change rate of communicative functions was analyzed during base line setting, management and maintenance period respectively, and shown as profiles. The results are as follows: Firstly, the milieu based language intervention had affirmative effect on communicative functions of children with autistic disorders. The functions of requiring, reply and refusal hardly appeared during basic line setting period, but highly increased during management and maintenance period. Secondly, the milieu based language intervention had affirmative effect on voluntary speech of children with autistic disorders. The child 1 and child 2 showed only behaviors for communication during base line period, but the voluntary speech of those children were increased during management and maintenance period. Thirdly, the milieu based language intervention had affirmative effect even during maintenance period. On the base of above results, this study can be concluded as follows. Firstly, the milieu based language intervention had effect on improving communication functions of children with autistic disorders. Therefore, this teaching method is assumed to be proper for communicative functions of children with autistic disorders. Secondly, the milieu based language intervention had effect on increasing voluntary speech of children with autistic disorders. Therefore, this teaching method is assumed to be proper for voluntary speech of children with autistic disorders. Thirdly, the communicative functions acquired by children with autistic disorders through milieu based language intervention have maintained after the management was terminated. Therefore, this teaching method is assumed to be proper one. In conclusion, the milieu based language intervention had affirmative effect on communicative functions and voluntary speech of children with autistic disorders


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