인간행동과 음악연구 (Journal of Music and Human Behavior)

  • 제19권2호
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  • Pages.27-53
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  • 2022
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  • 2288-2774(pISSN)
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  • 2799-9076(eISSN)
한국음악치료교육학회 (Korean Music Therapy Education Association)
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자폐스펙트럼장애 아동의 의사소통기술 향상을 위한 사회적 상황 기반 음악극 적용 사례

A Case Study of Social Context-Based Musical Play Program for Improving Communication Skills of Children With Autism Spectrum Disorder

  • 모세희 (이화여자대학교 교육대학원 음악치료교육전공)
  • Mo, Se-Hee (Music Therapy Education, Graduate School of Education, Ewha Womans University)
  • 투고 : 2022.10.14
  • 심사 : 2022.11.10
  • 발행 : 2022.11.30
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초록

본 연구는 고기능 자폐스팩트럼장애(ASD) 아동을 대상으로 학교에서 보편적으로 경험하게 되는 사회적 상황을 기반으로 구성된 음악극을 적용하였을 때 의사소통기술에 어떠한 변화를 보이는 지 알아보고자 진행되었다. 본 연구에 적용된 음악극은 실제적 상황에 대한 이해, 음악 안에서의 목표 행동 및 언어적 표현의 습득, 역할극을 통한 상황적 맥락 내 목표 행동의 실제적 적용을 유도하는 단계적 구조로 구성되었다. 대상자는 평균 연령 9세의 ASD 아동 3명이며, 주 2회 40분씩 총 8회기의 그룹 중재가 진행되었다. 결과분석을 위해 또래 및 성인(즉, 연구자) 대상 의견 개시 및 조율 행동, 대상자 간 자발적 상호작용 행동을 관찰하였으며, 사회적 기술 평정척도 실시를 통해 중재 전후 일상생활에서 나타나는 사회적 행동에 변화가 있는지 비교하였다. 분석 결과, 모든 대상자는 또래 대상 의견 개시 및 조율 행동과 성인 대상 자발적 상호작용 행동이 증가한 것으로 나타났다. 반면 또래에게 나타나는 자발적 상호작용 행동과 성인 대상 의견 개시 및 조율 행동에 있어서는 대상자 언어 및 발달 수준에 따라 개별적인 차이가 있었다. 이러한 결과는 사회적 상황 기반 음악극이 ASD 아동이 경험하는 사회적 환경과 유사한 맥락을 제시함으로써 실제적으로 요구되는 의사소통 행동과 타인과의 상호작용 시 자신의 행동을 보다 효과적으로 조절하도록 촉진할 수 있는 가능성을 뒷받침한다. 또한, 본 연구는 ASD 아동의 사회적 의사소통 향상을 위한 중재의 범위를 확장하고, 다각적 전략을 제시했다는 데 그 의의가 있다.

The purpose of this case study was to construct a social context-based musical play program for children with high-functioning Autism Spectrum disorder (ASD) and to examine its applicability in improving the social skills of the children. The participants were a group of three children with high-functioning ASD with an average age of 9 years. The children participated as a group in 40-minute sessions that were implemented twice a week for 8 weeks. The children's social communication behaviors were observed during the sessions and analyzed in terms of sharing and exchanging their ideas and voluntarily interacting with peers and an adult (i.e., the researcher). The Social Skills Rating System (SSRS) was completed by the teachers of participants before and after the intervention. For all three participants, the occurrence of behaviors to exchange their ideas with peers and voluntarily interacting with an adult increased following the intervention. However, there were individual differences between the participants in terms of changes in each target behavior depending on their level of language and social skill development. These results suggest that social context-based musical play program may produce positive changes in voluntary communication with peers and play a significant role in expanding the scope of interventions that target the social communication of children with ASD.

키워드

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