지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 방명애
- 발행연도
- 2016
- 저작권
- 우석대학교 논문은 저작권에 의해 보호받습니다.
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<Abstract>
The purpose of this study was to investigate the effects of a counting program using smart application on counting competence and academic engagement behaviors of elementary school students with audism spectrum disorders.
Multiple probe design across behaviors was used. The subjects of this study were 3 male elementary school students with autism spectrum disorders. The intervention program was composed of a baseline phase, a intervention phase, and a maintenance phase. The independent variable, a counting program using smart application, included the strategies such as visual cues, self-monitoring, self-escluation, time delay, and least prompt procedures. The dependent variables were counting competence and academic engagement behaviors.
The results of the study were as follows. Fisrt, A counting program using smat application had posive effects on improving the counting competence of elementary school students with autism spectrum disorders. The couning competence of elementary school students with autism spectrum disorders was maintained two weeks after the discontinuation of the intervention. Second, a counting program using smart application had positive effects on improving the academic engagement behaviors of elementary school students with autism spectrum disorders. The academic engagement behaviors of elementary school students with autism spectrum desorders were maintained two weeks after the discontinuation of the intervention.
The limitations of this study and suggestions for future studies and implications for special education settings were discussed.
The purpose of this study was to investigate the effects of a counting program using smart application on counting competence and academic engagement behaviors of elementary school students with audism spectrum disorders.
Multiple probe design across behaviors was used. The subjects of this study were 3 male elementary school students with autism spectrum disorders. The intervention program was composed of a baseline phase, a intervention phase, and a maintenance phase. The independent variable, a counting program using smart application, included the strategies such as visual cues, self-monitoring, self-escluation, time delay, and least prompt procedures. The dependent variables were counting competence and academic engagement behaviors.
The results of the study were as follows. Fisrt, A counting program using smat application had posive effects on improving the counting competence of elementary school students with autism spectrum disorders. The couning competence of elementary school students with autism spectrum disorders was maintained two weeks after the discontinuation of the intervention. Second, a counting program using smart application had positive effects on improving the academic engagement behaviors of elementary school students with autism spectrum disorders. The academic engagement behaviors of elementary school students with autism spectrum desorders were maintained two weeks after the discontinuation of the intervention.
The limitations of this study and suggestions for future studies and implications for special education settings were discussed.
목차
Ⅰ. 서론 11. 연구의 의의 12. 연구문제 5Ⅱ. 이론적 배경 61. 자폐성 장애학생의 수세기 능력 62. 자폐성 장애학생의 수업참여행동 103. 스마트러닝의 효과 12Ⅲ. 연구방법 201. 연구대상 202. 연구도구 223. 연구절차 254. 자료처리 285. 중재충실도 296. 사회적 타당도 30Ⅳ. 연구결과 311. 수세기 능력에 미치는 효과 312. 수업참여행동에 미치는 효과 35Ⅴ. 논의 및 제언 411. 논의 312. 제언 35참고문헌 46영문초록 51부록 54
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