• Journal of Korea Game Society
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• v.15 no.3
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• pp.161-176
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• 2015

The purpose of this study was to examine the effects of a script intervention based on multimedia on the verbal and behavioral self-advocacy skill of elementary school students with disabilities. A multiple probe baseline design across subjects had been used with 4 students with intellectual disabilities. The results showed all participants showed significant increase of verbal and behavioral self-advocacy performance in asking for help, expressing one's opinions, and coping with violations, and the effects were maintained. The intervention was more effective for verbal self-advocacy than behavioral. Some suggestions for future study are discussed.

• The Journal of the Korea Contents Association
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• v.19 no.4
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• pp.207-217
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• 2019

The current study aimed to examine how the caregivers and speech language pathologists (SLPs) would perceive the important communication contexts for 3~6 year-old children in the script-based intervention. Analytic Hierarchy Process analyses were conducted for the obtained survey data from SLPs and caregivers. Results showed that caregivers perceived 'educational and social life' and SLPs perceived 'family life' as the most important contexts from among three high-level contexts. Within each high-level context, 'meal time' in 'family life', 'playing with friends' in 'educational and social life', and 'playground' in 'culture and leisure life' were the most important communication contexts. Also, from among 35 global priority rank, caregivers perceived 'playing with friends' while SLPs perceived 'meal time' as the most important contexts, and 'family life' was high priority among first five ranked context both in caregivers and SLPs. In caregiver groups by children's age, 3 year- and 6 year-caregiver groups perceived 'family life' and 4 year- and 5 year-caregiver groups perceived 'educational and social life' as the most important contexts. There were also slight differences between caregiver groups by age in the rank order of communication contexts across the high level contexts. These results suggest that SLPs may need to consider not only child's age and developmental level but also caregiver's demands in selecting the appropriate communication contexts when delivering the script-based speech language intervention.