레트장애 아동은 다른 장애아동에 비하여 출현율이 낮아 상대적으로 관심을 받지 못하고 있으며, 이들을 위한 의사소통 중재에 대한 연구가 거의 없는 상황이다. 이에 본 연구의 목적은 레트장애 아동의 의사소 통 중재를 위한 치료적 음악활동의 적용 가능성을 탐색하였다. 또한 치료적 음악활동 내에서 일어나는 수 용언어를 통한 의사소통 능력이 자유놀이 시간의 수용언어를 통한 의사소통능력을 증가시키는가에 주목하 였다. 연구의 대상은 부산 시내에 H 학교 초등부 3학년에 재학중이고 방과 후 부산 시내 N 장애전담 어 린이집에 내원하는 레트증후군 아동으로 호흡패턴의 변화, 몸의 위치 변화, 눈 응시, 얼굴표정, 제스츄어, 가리키기로 표현언어를 의사소통의 도구로 사용하는 아동으로 선정하였다. 연구의 기간은 2010년 3월 10 일부터 2010년 4월 15일까지 주 4-5회로 기초선 3회, 중재 18회, 6주간 총 21회로 이루어졌으며 치료 종료 일로부터 1주간의 휴지기를 가진 후 1주간 3회에 걸쳐 유지단계 평가를 실시하였다. 실험 설계는 상황간 중다기초선설계(single subject multiple baseline design)로 진행하였다. 연구결과, 치료적 음악활동은 레트장애 아동의 수용언어를 통한 의사소통능력을 향상시키는 것으로 나타났으며 자유놀이 시간에 레트장애 아동의 수용언어를 통한 의사소통능력을 향상시키는 것으로 나타났으며 치료적 음악활동시간과 자유놀이 시간에 서 레트장애 아동의 수용언어를 통한 의사소통능력은 상호 관련성이 있는 것으로 나타났다. 따라서 본 연 구를 통하여 레트장애 아동은 관계가 형성된 사람들과 의사소통을 하려는 의지가 강하고 음악에 반응적이 며 자발적인 행동이 많다. 이것과 접목시켜 볼 때 치료적 음악 활동이 레트장애 아동의 의사소통능력을 향상시키는 중재의 도구가 될 수 있다는 가능성을 보여 준 것이다.
The children with Rett syndrome do not relatively receive attention because of their low prevalence rate compared with other disabled children, and there are few studies on communication intervention with them. Hence, the object of this study was to investigate the possibility of using therapeutic music activities for communication intervention with Rett syndrome children. It also noted whether the communication competence through the receptive language occurring during therapeutic music activities will increase that through the receptive language occurring during free-play time. The subject was a child with Rett Syndrome, a third grader in the primary grade department at S School located in Busan, who goes to N Nursery School for the disabled only after school, and uses changes of breathing patterns, changes of body location, eye-gaze, facial expressions, gestures, and pointing as communication menas. The research period was from March 15th to April 10th in 2010, and the research comprised 21 sessions in total for 6 weeks: 3 sessions for baseline and 18 sessions for intervention 4 - 5 times a week, and after a week-hiatus from the date when the treatment was finished, an assessment of the maintenance step was conducted 3 times for a week. The experiment design was a single subject multiple baseline design, and in the observation of the baseline, the child's communication competence was observed during the free-play time when the intervention program using music was not conducted. To observe whether communication skills are also maintained a week after the music intervention was finished, it was observed for 5 minutes over the 3 sessions during the free-play time under the same condition as the baseline a week after the intervention was finished. From this study, the following conclusion was drawn. First, it was found that therapeutic music activities improved Rett syndrome children's communication competence through their receptive language. Second, it was found that therapeutic music activities improved Rett syndrome children's communication competence through their receptive language during free-play time. Third, it was found that there was an interrelationship between therapeutic music activities and communication competence through the receptive language of Rett syndrome children during free-play time. In conclusion, children with Rett syndrome have a strong will to communicate with the people with whom they have established relationships, are responsive to music and very self-motivated. In combination with this, it showed that therapeutic music activities could be an intervention method to improve the communication competence of the children with Rett syndrome.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 및 고찰 Ⅳ. 결론 및 제언 참고문헌
