ASAP 진단 기반의 활동 중심 삽입교수 지원이 통합유치원 유아특수교사의 교사 효능감과 자폐 범주성 장애 유아의 사회 의사소통 시작하기 및 놀이 참여에 미치는 영향

Abstract

This study investigated the effectiveness of supporting for ABEI(activity-based embedded intervention) with ASAP on ECSE(early childhood special education) teachers’ self-efficacy, children with ASD’s social communication initiation and play engagement. For this purpose, 18 ECSE teachers working at public inclusive kindergartens in Seoul, Gyeonggi, Incheon, and Jeollabuk-do and 9 children with ASD participated. Support for ABEI with ASAP provided small group workshops and individual on-site supports to support all process of ABEI with ASAP consists of ASAP assessment, instruction goal setting, planning ABEI, using ABEI, monitoring progress for 10 sessions. The pretest-posttest control group design was used to find out whether there is a significant difference between the experimental group and the control group regarding the teacher’s self-efficacy. Also single group pretest-posttest design was used to examine if supporting for ABEI with ASAP changed the degree of social communication initiation and play engagement of children with ASD in experiment group. there was a significant difference in the pre-post changes of ECSE teachers’ self-efficacy between the experimental group and the control group. social communication initiation and play engagement of children with ASD in experimental group was improved when compared to pre-test improved significantly. Discussions of the results and implications for future research are discussed.