수정된 그림책과 명시적 교수법을 활용한 보완대체의사소통 중재가 중도･중복장애중학생의 초기 문해력에 미치는 효과

Abstract

The purpose of this study is to investigate the effects AAC interventions with adapted books and explicit instructions on the early literacy(print concepts, phoneme awareness, and letter-sound correspondence) of middle school students with severe and multiple disabilities. The research participants include three middle school students with severe and multiple disabilities who had difficulties with communicating in spoken or written language and required an AAC system. Under the goal of investigating the effects of AAC interventions with adapted books and explicit instructions on the print concepts, phoneme awareness, and letter-sound correspondence of middle school students with severe and multiple disabilities - the study analyzed changes to their early literacy in a multiple probe baseline design across behaviors. A total of 38 to 48 sessions were implemented through the stages of baseline, intervention, generalization, and maintenance over four months with a 40-minute session occurring five times a week. Explicit instruction including the least-most prompt strategies was implemented. The adapted books and AAC symbols were helpful for the students in understand print concepts, phoneme awareness, and letter-sound correspondence activities – bring about positive changes. The results of this study will provide an abundance information on modified picture books and early literacy interventions for students with severe and multiple disabilities who require AAC.