이 연구에서는 아동의 직접적인 실생활 관련인 부모가 개입한 중심반응중재가 자폐 스펙트럼 장애 유아의 사회적 의사소통 행동에 미치는 효과를 알아보았다. 자폐 스펙트럼 장애 유아 1명을 연구 대상으로 하여, 행동간 중다 간헐 기초선 설계를 적용하여 기초선, 중재, 유지 순으로 실험을 실시하였다. 부모 교육 후 주 3∼4회 가정 내에서 부모가 직접 중재를 실시하였으며 중재 후 어머니-유아간의 상호작용을 관찰하여 유아의 사회적 의사소통 행동(비언어적 의사소통 행동, 음성 모방 행동, 자발적 시도 발화 행동)의 변화를 살펴보았다. 연구 결과, 부모 개입 중심반응중재를 통해 대상 유아의 비언어적 의사소통 행동, 음성 모방 행동, 자발적 시도 발화 행동의 증가가 나타났다. 또한 중재 종료 후에도 중재의 효과가 유지 및 일반화 된 것으로 나타났다. 이러한 연구 결과를 통해, 부모 개입 중심반응중재는 자폐 스펙트럼 장애 유아의 사회적 의사소통 행동 향상에 효과적이며 유지 및 일반화에도 효과적인 중재 방법임을 알 수 있었다.
The purpose of this study was to examine effects of patent-mediated Pivotal Response Training(PRT) through parent education and feedback on social communicative behaviors(nonverbal communicative behaviors, vocal imitations, spontaneous utterance to requesting) of preschooler with autism spectrum disorders(ASD). For this study, one preschooler with ASD and his mother were selected and multiple probe design across behaviors has been used. Base line data were collected for social communicative behaviors during mother-young child interaction at home. After 6 sessions of parent education, mother implemented the PRT procedures to her young child during mother-young child interaction at home. During intervention sessions, evaluation was made for 10-minute observation session using partial-interval recording system and anecdotal record. The evaluation was made after the intervention. Follow-up data were collected 2 weeks after withdrawal of the intervention in the same setting as the baseline condition and the generalization was conducted by evaluating 3 session whether changes in untreated joint attention. The results of this study is as follows: parent-mediated PRT was effective to increase social communicative behaviors for preschooler with ASD and increased social communicative behaviors were maintained after withdrawal of the intervention and generalized changes in untreated joint attention. These results indicated that parent-mediated PRT is effective for increasing social communicative behaviors of preschooler with ASD and also for generalizing and maintaining.