의사소통 장애아동 특성을 고려한 언어 중심 심리 운동 실재와 중재 이론을 위한 제언

Abstract

Even if there are various treatment methods for children with communication disorders and achieve results, but there is a limit that the child must belong to a specific treatment method system while controlling the children's free thoughts and actions to some extend and this study found close relationship in that children can improve their language skill in the course of communicating for thought and behavior required for play. So, the purpose of this study is to develop Language-oriented psychomotor and language-centered psychomotor intervention theory to promote its effectiveness.
 Therefore, this study presented the practical application of speech therapy method in physical experience, speech therapy method in material experience, and speech therapy method in social experience, as follows. First, in the case of speech therapy in body experience, a positive situation must be created at first then, by using play centered on the body, autonomous verbal behavior can be enhanced in that situation. Second, in the case of speech therapy method in material experience, we suggested a way to expand voluntary language acquisition in various play situations through the principle of generalization, using materials from very small to large. Third, in the case of speech therapy method in social experience, it is possible to achieve the process of integration with the outside world by forming a group of 3-4 people and performing role play while changing the role.
 In addition, this study presented the conclusion that the following should be considered in the development of an intervention theory to increase the effectiveness of process above. First, since the degree of disability of children with communication disorders is different, these differences should be fully taken into account in the Language-oriented psychomotor. Second, the children involved are lack of activeness, a warm-up process is necessary, it is necessary to establish an additional psychological exercise pre-step to promote their activeness. Third, because children with communication disorders become somewhat distracted while performing the above activities, effective intervention of the therapist must be followed and a gradual approach should be used with an emphasis on overcoming their frustration, which is the biggest wound of children with communication disabilities. Fourth, In order for Language-oriented psychomotor to be differentiated from other methods, the physical experience that maximizes autonomy, the material experience customized to each child's disposition and taste, and social experience that is sometimes goes against each child's disposition and preference through the setting of a cooperative play theme to achieve holistic development through maximization of internalization, Fifth, when the Language-oriented psychomotor is completed to some extent, it is proposed to move to a general psychomotor in to pursue the formation of a complete holistic development.