동요와 미술의 통합치료 활동이 지적장애 아동의 수업참여도와 상호작용에 미치는 효과

Abstract

The integrated therapy activities of children’s song and arts help students with intellectual disabilities effect on class participation and interaction

Yun Gyeong Ham

Graduate School of Education Pukyong National University

Abstract

Children with intellectual disabilities are shown to be adaptable to the Ministry of Social Affairs because they can not logically convey their thoughts and can not control their emotions. Therefore, it is important for them to improve their social skills so that they can serve as healthy members of society. The purpose of this study is to explore the effects of art therapy using the disturbances used in arbitration on the participation and interaction of children with intellectual disabilities. This study was applied to three children diagnosed with Level 2 and 3 intellectual disabilities as a single target study. There were 20 sessions, the phase of the initial line was measured in 6, 9, and 12, respectively, and the arbitration phase was measured in 14 sessions, 11 sessions, and 8 sessions in a row to observe the effectiveness of arbitration. The target behavior of the target child was observed at one-minute intervals using the part-of-back recording method for 30 minutes and the immediate intervention was used to indicate that the target actions were not followed and demanded. As a target action for following instructions, listen to the task required by the therapist and perform the task until the end. The target action required was, first of all, to ask the therapist's permission before taking action when the therapist's permission was needed, and then to ask the second therapist's instructions again when he did not understand them well. The conclusions of the experiments in this study are as follows : First, art therapy using agitation has been shown to improve participation in classes for children with intellectual disabilities. Second, art therapy using agitation has positive effects on the interaction of intellectually challenged children. The limitations of this study are as follows : First, since this study was conducted on children with Level 2 and 3 diagnosis of intellectual disabilities, it is difficult to follow the limitations of generalized application of these results to children with other disability assessments. Second, follow-up studies will be needed to determine whether targeted behaviors of following and demanding instructions to researchers in the treatment room are also present in homes,