Jemma H. Kim , Christina H. Kimm

DOI: Vol.19(No.2) 1-39, 2015

The purpose of this meta-analysis was to identify the impact of evidence-based peer modeling practices for children with ASD spectrum disorders (ASD) under Bandura's social learning theory framework. Effectiveness of peer modeling practices related to attention, retention, production, and motivation components of the observational learning process of children with ASD were measured and compared by computing the percentage of nonoverlapping data points (PND) and Cohen's d effect sizes from single-subject design research that have met inclusion criteria. This meta-analysis examined if peer-modeling practices for children with ASD were effective in general and also investigated when peer modeling practices worked the best for children with ASD.

Peer-Modeling, Meta-Analysis, Autism, Evidence-Based Practices, 리어모델링, 메타분석법, 자폐, 증거기반 연구

김경열 Keoung-yeol Kim

DOI: Vol.19(No.2) 1-20, 2015

This research was designed to find the necessity, limiting factor, practice supporting factor and policy supporting factor in higher education for learner with developmental disability. The results of this study are as follows; Frist, factors of necessary factor for building of higher education for learner with developmental disability are social integration, a acquisition of a job and a utilization of hours. Second, factors of limiting factor for building of higher education for learner with developmental disability are a lack of educational institutions , a lack of high tuition and social prejuice. Third, factors of practice supporting factor for building of higher education for learner with developmental disability are government's support in budget of education, individual educatoin paln and educatoin for persons with disability. Finally, factors of policy supporting factor for building of higher education for learner with developmental disability are government's commitment of education policy, providing a tuition.

발달장애학습자의 고등교육, 발달장애, Vocational Rehabilitation, Transitional Education, Lifelong Education, Developmental Disability

조지선 Ji-sun Cho , 이미숙 Mi-suk Lee

DOI: Vol.19(No.2) 1-20, 2015

This study investigated the perception of the roles and difficulties of early childhood special education paraprofessional. The study included 7 early childhood special education paraprofessional, and the study qualitatively interviewed with them and analyzed the data. As the results, first, the paraprofessional suffered an identity crisis as early childhood special education paraprofessional due to the inappropriate perceptions of general education teachers and parents on the roles of the paraprofessional. Second, the paraprofessional experienced difficulties to understand the characteristics of disabilities and to cope problem behaviors due to the scarce of the information about the young children with disabilities. Finally, the special education teachers felt that they were ignored from the special education teachers, and they tried to read their faces. This showed a conflict between the paraprofessional and the special education teachers. Based on the results of the study, the study discussed the ways to support the paraprofessional.

통합유치원, 특수교육, 실무사, Included Kindergarten, Special Education, Paraprofessional

김경진 Kyung-jin Kim , 허유성 Yu-sung Heo

DOI: Vol.19(No.2) 1-22, 2015

This study analyzed the impacts of interest based writing activities on word reading and writing of students with intellectual disabilities(ID) placed at special school. A single-subject research design employing the multiple probe design was implemented with 3 students enrolled in a special school. This study developed intervention based on the interests of students after interviewing individual student. According to the results of the study, first, the interest-based interventions was effective to improve the skills to read words of students with ID. Second, the interest-based intervention was also effective to improve the skills to find the proper picture cards after to see the words of students with ID. Third, the interest-based intervention was effective to improve the skills of words dictation of students with ID. The results of this study indicated that small changes such as considering children’s daily life interest could improve the quality of learning a lot.

학생의 흥미, 읽기, 쓰기, 지적장애 학생, Interest, Reading, Writing, Students with Intellectual Disabilities

문수백 Soo-back Moon

DOI: Vol.19(No.2) 1-34, 2015

The Kaufaman Assessment Battery for Korean Children, Second Edition(KABC-II) is an individually administered measure of the processing and cognitive abilities of children and adolescents aged three through eighteen. KABC-II is grounded in two modern theoretical models: the Cattell-Horn-Carroll(CHC) psychometric model of broad and narrow abolites, and Luria's neuropsychological theory of processing. 18 subtests of the KABC-II are of two types, core and supplementary. The core subtests provide all of the scale and global scale indexes. It is permissible to make one substitution of a supplementary subtest for an unusable core subtest when a core test has been spoiled, according th instruction provided in the KABC-II Administration and Scoring Manual. The purpose of this study was designed to determine the psychometric evidence for replacing core subtests with supplementary subtests by using Confirmatory factor analysis. For each age group, the results of this analysis support Kaufman's recommendation regarding the substitution of supplementary subtests for core subtets.

KABC-II, 지능검사, CHC, KABC-Ⅱ, Intelligence Test