최윤희 Choi-yun Hee , 한경아 Han-kyeong A

DOI:10.34262/kadd.2018.22.3.1 Vol.22(No.3) 1-23, 2018

This is a case study on group art therapy to improve the social skills of special class students in a specialized high school for technical fields, and the purpose of this study was to see if group art therapy was effective in improving the social skills of special class students in a specialized high school for technical fields and analyze the process of the changes in the skills. For this purpose, six disabled students who were eleventh-graders in a special class of a specialized high school for technical fields participated in group art therapy in a total of 11 sessions―1-2 sessions a week, 80 minutes per session―from August to October 2017. To test the effects, pretest and posttest were carried out by using the Social Skills Rating System (SSRS) for teachers and Kinetic School Drawing (KSD), and t-test was performed by using SPSS 25.0. The observations in each session, the list of abbreviations, and the researcher’s journal were collected to analyze the process of the changes made by group art therapy in the social skills of special class students in a specialized high school for technical fields. The study found that group art therapy was effective in improving the social skills of the special class students in the specialized high school for technical fields. In addition, changes in social skills of participants were observed, such as adaptive communication, cooperation and group- oriented behavior in group art therapy. This study is significant in that it has confirmed the effects of group art therapy on the social skills and behavior of special class students in a specialized high school for technical fields, analyzed the process of the changes in the skills, and proved the educational values of group art therapy as wells as its applicability to all the special class students at school.

공업계 특성화 고등학교, 특수학급 학생, 사회적 기술, 집단미술치료, 사례연구, Specialized High School for Technical Fields, Special Class Students, Group Art Therapy, Case Study

전혜인 Hae-in Jeon

DOI:10.34262/kadd.2018.22.3.25 Vol.22(No.3) 25-45, 2018

Parents and carers of persons with developmental disabilities experience many difficulties in raising children due to the nature of the disability of the person with developmental disabilities, and thus require variety practical support including psychological support. According to the 'Law on the Guarantee and Support of the Developmental Disabilities Rights (2014)', as part of the support of families of persons with developmental disabilities, in addition to professional psychological counseling by experts, peer counseling by parents of children with developmental disabilities(Counseling by parents of persons with developmental disabilities) is also described as part of psychological support services for these families.(Article 21 of the Enforcement Rule). In this study, the definition of ‘counseling by parents of persons with developmental disabilities', legal basis, practices of domestic and overseas implementation, and specific implementation measures were presented to ensure that ’counseling by parents of persons with developmental disabilities’ was executed.

발달장애인법, 장애인 가족지원, 부모 동료에 의한 상담, 부모결연프로그램, Developmental Disability Law, Support Families of Children with Special Needs, Counseling by Parents’ Colleagues with Developmental Disabilities, Parent-to-Parent Program

조규영 Kyu-young Cho

DOI:10.34262/kadd.2018.22.3.47 Vol.22(No.3) 47-71, 2018

This study did analysis of domestic research trends on positive behavior support targeting a child with autistic spectrum disorder. First, this study presented research trends by analyzing 23 pieces of experimental research, which were presented in registered journals and candidate registered journals of the Korea Research Foundation, and which put positive behavior support into practice for a child with autistic spectrum disorder, in two sorts of categories. First, as a general characteristic, the number of researches targeting an infant and a high school student with autistic spectrum disorder was the largest. Particularly, the number of researches targeting one child with autistic spectrum disorder was the largest, and as for research design, multiple baseline design related to single subject research design was found to be done the most. Second, as for an intervention-related characteristic, the thesis belonging to 21~30 times in numbers of experiments was found to be the most, and the case where positive behavior support was done in school settings including a classroom was found to be the most. As for the behavior becoming a goal of intervention, in many cases, the researches targeted undesirable behavior including aggressive behavior and self-injurious behavior rather than desirable behavior. As for the intervention method, the case where the researches implemented functional evaluation, setting & antecedent intervention, replacement behavior teaching, and follow-up result intervention was found to be the most, and the researches, which presented reliability between observers, intervention fidelity, and social validity in all, were also found to be the most.

자폐스펙트럼장애, 긍정적 행동지원, 동향 분석, Autistic spectrum disorder, Positive Behavior Support, Analysis of Research Trends

손병욱 Byeung-uk Son , 이성용 Seong-yong Yi

DOI:10.34262/kadd.2018.22.3.73 Vol.22(No.3) 73-96, 2018

The purpose of this study was to review the research literature of CBI of students with developmental disabilities. A systematic search of the literature from 1998 to 2017 revealed 24 experimental studies(single-subject design) published in special education within South Korea. This study analyzed the 24 selected studies in terms of 8 analytical variables: participants, research settings, experimental design, target skills, type of intervention, effects of intervention(results), effect size(PND), quality indicators. The findings of the study were as follows: First, Most of the participants of studies were high school students of intellectual disabilities. Second, Most of the research setting of studies were school and community. Third, Most of the research design of studies were a multiple probe across participants design. Fourth, Most of the target skills of studies were community living skills such as community mobility, using fast food restaurants. Fifth, Most of the intervention of studies were community intervention after classroom intervention. Seventh, The results of studies were usually effective. Sixth, The results of studies indicated a largely positive effect for CBI(M PND > 90%). Maintenance(M PND > 90%) and generalization effects(M PND > 90%) revealed large effects. Lastly, Most of the studies have met more than 90% of quality indicators. These findings provide implications for future research and practice.

지역사회중심 교수, 장애아동, 메타분석, 질적지표, community-based intervention, children with disabilities, meta-analysis, quality indicators

차재경 Jaekyoung Cha

DOI:10.34262/kadd.2018.22.3.97 Vol.22(No.3) 97-119, 2018

The purpose of this study is to investigate the latest domestic experimental studies on problem behavior intervention for students with intellectual disabilities and based on the result to provide basic data necessary for the development and application of a problem behavior intervention program for students with intellectual disabilities. To this end, a total of 25 studies published in domestic journals for the past 10 years were finally selected and analyzed based on four analysis variables (general features, independent variables, dependent variables and methods of measurement and reliability, and interventions effects). Firstly, the result of analysis on general features of the studies, the number of subjects was mostly one student with intellectual disabilities, and the type of the studies was mostly for elementary school students. The experimental place was mainly performed in general school integrated class and special class. For the experimental design, partial-interval recording was used the most. Second, independent variables were mostly positive behavior support, which was one of the behavior intervention techniques, and intervention was mainly performed by researchers. The intervention period was mostly two to three months. Third, dependent variables were mostly class disturbance behavior, and the methods of measurement were partial-interval recording. In the reliability of measurement, many studies have mainly measured inter-observer reliability, but there are not many studies on intervention fidelity and social validity. Lastly, in terms of on the results of intervention, most of the studies showed interventions effects. There were many studies on maintenance after intervention termination, but very few studies examined generalization. Based on the results of this analysis, this study discussed future research directions for a problem behavior intervention program for students with intellectual disabilities in Korea.

지적장애, 문제행동, 행동중재, 문헌고찰, Intellectual Disabilities, Problem Behavior, Behavior Intervention, Review of Literature

권주석 Ju-seak Kwon

DOI:10.34262/kadd.2018.22.3.121 Vol.22(No.3) 121-142, 2018

This study was intended to analyze the effects of the intellectual disabilities on classroom adaptation behavior in an inclusive classroom, as a result of the application of the situated learning program. To that end, we instructed 12 sessions of situated learning program to three intellectual disabilities in the second grade of elementary school. In the course of the program, the behavior of class application to the study participants was analyzed. The results of the analysis were as follows. The situated learning program showed changes in behavior in which the intellectual disabilities actively participate in the thought process of learning concepts by participating in the Korean language classes. In addition, the situated learning program was cited as contributing to improving the ability of children with intellectual disabilities to utilize classroom tools and materials. Finally, the situated learning program has also shown that children with intellectual disabilities were more likely to follow the rules required for instruction. Based on these findings, we discussed the composition of situated learning programs, knowledge of concepts, use of learning tools, and instruction adaptation behavior in compliance with learning rules.

지체장애, 뇌병변장애, AAC, 모바일 메신저, 실행연구, Situated Learning Program, Inclusive Classroom, Thought Process of Learning Concepts, Utilize Classroom Tools, Compliance with Learning Rules

신다민 Da-min Shin , 강경선 Kyung-sun Kang

DOI:10.34262/kadd.2018.22.3.143 Vol.22(No.3) 143-161, 2018

This study was conducted to investigate the impact of a group music therapy program on empathetic ability for job applicants with developmental disability. The subjects were 14 job applicants with developmental disability, and of them, eight were randomly assigned to an experimental group and six, to a control group. The music therapy programs is a total of 12 sessions. Using SPSS 20.0 program, the comparative analysis was conducted between the experimental group and the control group before and after the program. To examine if the program would have a statistically significant effect, Ranked ANCOVA was conducted to examine the change of the pre-post test scores in the experimental group and the control group. The results of the study, there was statistically significant difference(p<.05) in their empathic ability between the experimental group, who participated the group music therapy program, and the control group. In addition, in the change between the pre-test and the post-test score, the empathic ability improved in the experimental group, showing a statistically significant difference(p< .05), while the average score rather decreased in the control group, not showing significant difference(p >.05). This result of the study suggests that a group music therapy program can be an effective intervention for improving the empathic ability of job applicants with developmental disability.

집단음악치료, 발달장애 취업준비생, 공감능력, Group music therapy, Job applicants with developmental disabilities, Empathic ability

Shaoqian , 송현종 Hyun-jong Song

DOI:10.34262/kadd.2018.22.3.163 Vol.22(No.3) 163-183, 2018

The purposes of this study was to identify the differences between Chinese and South Korean teenagers on attitude towards the people with disabilities and the influencing factors on their attitude. We also aimed to provide references for making social welfare regulations and policies for the people with disabilities in China. 435 middle or high school students from Korea(Gwangju and Jeollanam-do) and 442 middle or high school students from China(Zhengzhou and Xinxiang) were surved in this study. Our major findings are listed as follows. First, the overall research data shows that Chinese and South Korean teenagers’ attitude towards the people with disabilities is different. Chinese teenagers hold a more positive attitude towards the people with disabilities than the South Korean teenagers. However, we also found that there are no significant differences in teenage girls’ attitude between two countries, while teenage boys’ attitude varies. These results are similar in all sub-areas (except the distressed identification sub-area). Second, in regards to the attitude towards the people with disabilities, the main factors affecting Korean teenagers are the mass media, personal experience, and parental influence. The main factors affecting Chinese teenagers are mass media and personal experience. Concluded from above, the two countries’ mass media is the main factor, which shows the importance of mass media’s influence for the teenager’s attitude. In the next place, comparing male teenagers and female teenagers’ attitude towards people with disabilities, the mass media and personal experience have a major impact on the Chinese male teenagers, whereas the mass media is the only factor for Korean male teenagers. And the mass media and parental influence have a major impact on the Korean female teenagers whereas the mass media is the only factor for Chinese female teenagers.

장애인에 대한 태도, 한국 청소년, 중국 청소년, Attitude toward the people with disability, Korean teenager, Chinese teenager

Christina H. Kimm , Cailine Kim , Sungphil Yoon

DOI:10.34262/kadd.2018.22.3.185 Vol.22(No.3) 185-211, 2018

The successful outcomes of transition from school to employment has been the critical issues and concerns in Special Education and Rehabilitation Counseling in the U.S. Youths with intellectual disabilities achieve limited outcomes as they leave school and try to access employment. Some of the essential factors associated with these limitations are impractical special education and transition services, goal setting without individual preference consideration, inefficient preparation of youths with disabilities, and insufficient collaboration among professionals, parents, business, and community leaders. These problems can be anticipated to be enormous in case of youths with intellectual disabilities who have limited interest and self-advocacy skills. In this paper, the practice of transition services and success stories in the U.S. will be introduced and the key elements how to assist youths with intellectual disabilities to achieve successful transition from school to employment will be discussed.

전환, 성공, 지적장애, 특수교육, Transition, Success, Intellectual Disabilities, Special Education