그림교환의사소통체계(PECS) 중재가 발화 및 무발화 발달장애 초등학생의 자발적 요구 행동에 미치는 영향

Abstract

The purpose of this study was to investigate the impact of the Picture Exchange Communication System (PECS) on the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities. The participants were four first‑grade students with developmental disabilities from Y special school in City I. The PECS intervention, serving as the independent variable, was applied to two verbal and two non‑verbal students. The dependent variables were spontaneous requesting behaviors. The multiple probe design across participants was utilized in the research. The PECS intervention was implemented up to Phase IV. The maintenance and generalization effects across people and settings were investigated. The result of this study was as follows. The PECS intervention was effective for increasing the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities. The effect of the intervention was maintained in the follow‑up phase and generalized to other settings and people. Non‑verbal students demonstrated spontaneous requesting behaviors by presenting picture cards, and verbal students used both picture cards and spoken language. The PECS can be an effective intervention that positively affects the spontaneous requesting behaviors of verbal and non‑verbal elementary school students with developmental disabilities.