최은아 Choi Euna , 최상배 Choi Sangbae

DOI:10.19049/JSPED.2024.25.3.01 Vol.25(No.3) 1-30, 2024

[Purpose] This study aims to investigate the experiences, difficulties, and needs of speech-language pathologists (SLPs) in providing language intervention for deaf or hard of hearing (DHH) children. [Method] A focus group interview (FGI) was conducted with six SLPs who specialize in language intervention for children with DHH. [Results] First, the reasons for the involvement of SLPs in the intervention of DHH children included academic interests, serendipitous encounters, and double majors in speech-language pathology and audiology. The unique characteristics of intervention for DHH children involved sessions accompanied by caregivers, therapy room modifications reflecting DHH needs, and essential knowledge of audiology. SLPs emphasized that language intervention for DHH children must consider the child's age, degree of hearing loss, and type of hearing loss, necessitating that SLPs possess audiological knowledge. Second, the challenges faced in language intervention for DHH children included difficulties related to the specific characteristics of DHH, low awareness of DHH among caregivers, challenges in developing specialized expertise in DHH, and difficulties in collaborative approaches between SLPs and school teachers. Third, to enhance the success of language intervention for DHH children, it is crucial to improve awareness of DHH, strengthen sign language education, expand in-service training to boost expertise in DHH language intervention, establish a systematic DHH education system, and foster cooperation among experts, alongside sharing information relevant to language intervention for DHH children. [Conclusion] This study is unique in its qualitative approach to examining SLPs working with DHH children and significant in its analysis of practical implications for the successful language intervention of DHH children.

Deaf or Hard of Hearing (DHH), Speech Language Pathologist (SLP), Language Intervention, Auditory Rehabilitation, 청각장애, 언어재활사, 언어중재, 청능재활

정부자 Chung Bhuja , 장은별 Jang Eunbyeol

DOI:10.19049/JSPED.2024.25.3.02 Vol.25(No.3) 31-48, 2024

[Purpose] Gestures represent a primary form of non-verbal communication from infancy through adulthood. In school-aged children, gestures typically accompany verbal expressions, necessitating a combined analysis of speech and gestures, This study aims to explore differences in types of co-speech gestures and their informational relationships between high-functioning autism spectrum disorder(HFA) and their typically developing peers(TD). [Method] Seven children with HFA and seven age-matched TD children, all enrolled in elementary school, participated in this study. Participants were tasked with watching a cartoon and subsequently retelling the story. Their gestures, accompanied their narratives, were meticulously transcribed and analyzed. The frequency of subtypes in typical co-speech gestures and the relationships between speech and gesture information were statistically examined using nonparametric tests. Correlations between different gesture subtypes were also analyzed. [Results] The analysis revealed no significant differences between the groups in terms of iconic and beat gestures. However, significant discrepancies were observed in the use of deictic gestures, with the HFA group displaying notably lower frequencies. Regarding the informational relationship between speech and gestures, the HFA group outperformed in redundant relationships, while TD children showed superior performance in disambiguate relationships. [Conclusion] The low usage of deictic gestures by children with HFA underscores potential challenges in symbolic cognitive development. These findings support the integration of gestures to enrich speech content, advocating for their inclusion in targeted intervention strategies aimed at enhancing social communication skills among children with HFA.

High-Functioning Autism Spectrum Disorders, Co-Speech Gesture, Speech-Information Relationship, Gesture, 고기능자폐스펙트럼장애, 발화-수반 제스처, 발화 정보 관계, 제스처

서규원 Seo Gyu Won , 이병인 Lee Byoung In

DOI:10.19049/JSPED.2024.25.3.03 Vol.25(No.3) 49-75, 2024

[Purpose] This study aimed to investigate the changes in perception and their meaning among caregivers who participated in the caregiver coaching-home-based positive behavior support program. [Method] To this end, three caregivers, whose children with disabilities attended a private integrated daycare center in U City, Gyeonggi Province, were selected as research participants. Individual interviews were conducted during the introductory stage of each program session. Data collection involved multifaceted data collection, including intervention data and individual interview data used in the program, and the collected data were organized according to the inductive content analysis procedure. As a result of the data analysis, two upper categories, nine lower categories, and 18 main contents were derived. [Results] The results of the study are as follows. First, the research participants experienced awareness and changes in parenting efficacy and quality of life by participating in the home-based positive behavior support program through caregiver coaching. Second, in terms of parenting efficacy, the research participants recognized their roles as communicators, educators, caregivers, and positive behavior supporters, and made efforts to change. Third, in terms of quality of life, the research participants showed awareness and changes over time, such as difficulties, confrontations, challenges, achievements, and changes. [Conclusion] This study can be used as basic data for establishing implementation plans for effective caregiver coaching by finding out the experiences and meanings of caregivers who participated in the caregiver coaching-home-based positive behavior support program.

Caregiver Coaching, Home-Based Positive Behavior Support, Young Children with Disabilities, Perceptions, Qualitative Research, 양육자 코칭, 가정 기반 긍정적 행동 지원, 장애 유아, 인식, 질적 연구

신주원 Shin Juwon

DOI:10.19049/JSPED.2024.25.3.04 Vol.25(No.3) 77-103, 2024

[Purpose] The purpose of this study was to investigate the effect of behavioral skills training consisting of written instruction, modeling, and role-play with feedback on the guided compliance performance accuracy of parents of children with developmental disabilities. In addition, it sought to investigate the effect of improved performance accuracy on children’s compliance behavior. [Method] This study conducted three-step guided compliance training using behavioral skills training, sampling three parents of children with developmental disabilities. A multiple-probe baseline design across participants was used, consisting of a baseline, written instruction, modeling, role-play with feedback, maintenance, and generalization. In addition, changes in compliance of children with developmental disabilities were measured. [Results] Behavioral skills training improved the guided compliance performance accuracy of parents of children with developmental disabilities, and the improved performance accuracy was maintained and generalized. Furthermore, as the performance accuracy of parents’ guided compliance improved, the compliance of children with developmental disabilities increased. [Conclusion] Behavioral skills training showed positive effects on improving, maintaining, and generalizing the guided compliance performance accuracy of parents of children with developmental disabilities. In addition, their improved performance accuracy increased the compliance behavior of their developmentally disabled children.

Behavioral Skills Training, Guided Compliance, Parents’ Training, Three-Step Guided Compliance, Three-Step Prompting, 행동기술훈련, 순응지도, 부모 훈련, 3단계 순응지도, 3단계 촉구

고은석 Koh Eunseok , 박지연 Park Jiyeon

DOI:10.19049/JSPED.2024.25.3.05 Vol.25(No.3) 105-129, 2024

[Purpose] The purpose of this research was to examine the traits and job competencies related to inclusive education support that are necessary for paraprofessionals, and to explore the ways to enhance them through an in-depth qualitative inquiry. [Method] Individual in-depth interviews were conducted with five inclusive classroom teachers, one special education teacher, three parents of students receiving special education, and four paraprofessionals responsible for inclusive education support, all of whom belonged to A elementary school in Seoul. Additionally, relevant documents were collected and analyzed. [Results] Through the analysis, three themes and nine sub-themes emerged. The three themes are the traits required for paraprofessionals, the job competencies required for them, and the ways for enhancing those traits and competencies. [Conclusion] Necessary traits for these paraprofessionals include understanding and loving students, and having the interpersonal skills to form relationships with students and adults in schools. Additionally, these paraprofessionals must have the competency to support students with disabilities in participating in classes and daily routines in inclusive classrooms, as well as the competency to manage challenging behaviors. They also need the competency to facilitate social interactions and to mediate conflicts among students. Training programs should be strengthened to help paraprofessionals develop such traits and job competencies, and related guidelines should be refined. Furthermore, efforts are needed to promote collaboration with key stakeholders in the education of students with disabilities and to improve systems related to the recruitment and placement of paraprofessionals.

Paraprofessional, Inclusive Education Support, Traits, Job Competencies, 특수교육 지원인력, 통합교육 지원, 자질, 직무역량

윤효진 Yoon Hyojin , 김보림 Kim Borim

DOI:10.19049/JSPED.2024.25.3.06 Vol.25(No.3) 131-148, 2024

[Purpose] This study investigated the narrative writing abilities of second-grade children with vocabulary delay. Writing compositions were analyzed using rating scale for overall writing quality as well as vocabulary and morphosyntactx. [Method] Fifteen children with vocabulary delay and 17 typically developing children participated in this study. All participants scored at or above 85 on a nonverbal intelligence test, and the word decoding test of the KOLRA ensuring they had no difficulty reading the writing task. Children with vocabulary delay were identified as those scoring below the 10^th percentile on the receptive vocabulary test of REVT, while typically developing children scored at or above 20^th percentile. [Results] The results showed that children with vocabulary delay scored significantly lower than their peers in sentence completeness, syntax, grammar, spelling, and cohesion of the K-CELF-5 writing index. Additionally, these children obtained significantly lower scores on NDW, TNW, T-unit, MLT-unit, and clausal density compared to typically developing children. [Conclusion] Vocabulary knowledge is a sensitive indicator of writing quality in children. The finding demonstrated that children with vocabulary delay exhibit poor vocabulary usage, frequent grammatical errors, short and simple sentences, and frequent spelling errors. These results suggest that vocabulary delay may require focused evaluation and appropriate instruction in writing from early stage of writing development.

Narrative Writing, Vocabulary Delay, Rating Scale, Vocabulary, Morphosyntax, 이야기글 쓰기, 어휘발달지연, 척도 점수, 어휘, 문법 및 구문

표윤희 Pyo Yun-hui , 김정연 Kim Jeong-youn

DOI:10.19049/JSPED.2024.25.3.07 Vol.25(No.3) 149-183, 2024

[Purpose] The purpose of this study was to investigate the experiences and perceptions of lifelong education programs for people with severe and multiple disabilities held by practitioners of lifelong education institutions for people with disabilities, and to provide useful information to explore the direction of support for lifelong education programs for people with severe and multiple disabilities. [Method] Ten practitioners of lifelong education institutions for people with disabilities participated in this study. Based on the results of the literature review that analyzed previous studies, the interview papers were developed, and data on the actual status and perception of lifelong education programs for people with severe and multiple disabilities, program contents and education plans, problems of lifelong education programs for people with severe and multiple disabilities, and needs and improvement plans for lifelong education programs for people with severe and multiple disabilities were collected through individual interviews and small group interviews. [Results] Four themes were derived: 1) expectations of lifelong education for people with severe and multiple disabilities, 2) prerequisites for this lifelong education if it is to improve people′s quality of life, 3) activation of this lifelong education and expansion of the opportunities for participation, and 4) strengthening the lifelong education support system and, in turn, the support capacity for people with severe and multiple disabilities. [Conclusion] The significance of this study is that it has investigated the experiences and perceptions of practitioners of lifelong education institutions for people with disabilities on lifelong education programs for people with severe and multiple disabilities, identified the difficulties these programs face, prepared improvement plans, and confirmed the direction of developmental support.

Severe and Multiple Disabilities, Lifelong Education, Experience, Improvement Plan, Qualitative Study, 중도중복장애인, 평생교육, 질적연구, 경험, 지원방향

오재분 Oh Jae-bun , 김건희 Kim Keon-hee

DOI:10.19049/JSPED.2024.25.3.08 Vol.25(No.3) 185-220, 2024

[Purpose] The purpose of this study is to explore the perspectives of mothers of elementary students with autism regarding inclusive education. [Method] To this purpose, in-depth interviews were conducted with eight mothers of students with autism in grades 3rd to 6th who are receiving inclusive education in elementary schools. [Results] The study identified three major themes: ‘Inclusive Education Different from Expectations’, ‘Inclusive education influenced by teacher’s capabilities’, ‘Overcoming Reality for the Future’. [Conclusion] First, the research participants enrolled their children in regular elementary schools with expectations about classes, but were disappointed because inclusive classes did not meet their expectations. It was discussed that participation time in inclusive classes needs to be guaranteed. Second, the research participants recognized that the tendencies of inclusive class teachers in inclusive education had a great educational influence on their children, and considered it important to meet a good special class teacher. Therefore, inclusive and special class teachers need to listen to the needs of parents of students with autism and seek ways to actively communicate with them. Third, the research participants said that children are placed in difficult situations in inclusive education situations and suffer psychologically, but that inclusive situations are necessary for the children's future. Therefore, in inclusive education, various supports should be provided not only to students with autism but also to their parents.

Autism, Inclusive Education, Elementary School, Perspective, 자폐성장애, 통합교육, 초등학교, 경험