자폐 청소년의 지역사회기반 사회성 발달과정에 관한 종단적 사례연구: 13세에서 22세까지

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Objectives This study examines cases longitudinally where ‘A’ - autistic adolescent - developed social skills through various interventions from ages 13 to 22 and discusses promoting factors. Methods We collected data through interviews with special education instructor, art therapist, and ‘A’ who participated in the social development intervention of autistic adolescent, and art product and digital talk etc. of ‘A’, and were analyzed base by narrative explanation on Yin's single case study method. To ensure the reliability and validity of the findings, a multi-faceted approach to data collection and analysis was employed. Interviews were conducted with special education teachers and art therapists who were involved in A's social development interventions. Results Factors promoting individual A's social development include: firstly, engagement in one-on-one sessions with a special education instructor as part of integrated educational interventions during middle school, coupled with sandplay therapy to address the aftermath of school violence under the guidance of a professional counselor, alongside supportive interactions with peers and the homeroom teacher. Secondly, active participation in a village education community initiative since high school, involving collaborative engagement with family members, fostering self-expression through performances and exhibitions, and sustained peer interaction. Lastly, utilization of non-verbal expressive tools such as sand play therapy, art therapy, and singing to facilitate self-reflection and communication to others. Conclusions ‘A’ who encountered school violence as a result of autism, has nonetheless progressed in social skills, self-expression, and societal communication through diverse interventions facilitated by both the school and village educational community since middle school. This study posits that community-based intervention is imperative for the social advancement of autistic children, and furthermore, it is poised to serve as a reference case in the establishment of a community-based lifelong education system tailored for adolescent with disabilities.