상황이야기 중재가 ASD 아동 및 청소년의 의사소통 의도에 미치는 효과에 대한 메타연구

Abstract

Using the meta-analysis, the effect that Social Story intervention has on the communication ability of both children and adolescents with ASD will be investigated. A total of 11 single-subject studies, which were published in Korean academic journals from 2010 to September 2020, were researched by using both selection and exclusion criteria. In the Social Story intervention of ASD children and adolescents, the effect size was examined using the Tau-U value. First, the total effect size of the Social Story intervention on the communication ability was found to be an intermediate effect. Second, the following factors appeared to be associated with a higher effectiveness of Social Story interventions: a) involving elementary-aged participants; b) being in more than 20 intervention sessions; c) using mix(high-tech+low-tech) tools; and d) the implementation in both special education classes and special schools. Among the subcategories of communication ability, the effect size was the highest in the order of social intervention, joint attention, and behavior regulation. Intervention that used Social Story showed an effect on the communication ability of ASD children and adolescents. It was suggested that this effect size may differ, depending on several variables. In addition, the characteristics of Social Story intervention were discussed. Therefore, it is required to both develop and apply a Social Story intervention program for effective intervention in consideration of the relevant variable.