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
- 한경임
- 발행연도
- 2019
- 저작권
- 창원대학교 논문은 저작권에 의해 보호받습니다.
이용수11
이 논문의 연구 히스토리 (2)
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초록· 키워드
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The Purpose of this study is to find the effect of shared reading intervention using augmentative and alternative communication(AAC) on the expression of semantic relation and type-token ratio. The investigation of this study was students with complex communication needs(CCN).
Three different behaviors agent-action, object-action, entity-statement were selected to analyze the outcome of the intervention using AAC. The study design was the multiple prove baseline design across behaviors and the intervention program, which was composed of a least-to-most prompting hierarchy, naturalistic language teaching strategies, expectant time delay, question, mands and models, physical assistance strategies. The data was collected by analysing the video clip of three different behaviors recorded in portable camcorder and the outcome was analyzed in the expression of semantic relation(agent-action, object-action, entity-statement) and type-token ratio.
The conclusions as a result of the study are as follows:
First, shared reading intervention using AAC is effective on the expression of semantic relation changes of the students with complex communication needs.
Second, shared reading intervention using AAC is effective on the type-token ratio changes of the students with complex communication needs.
Three different behaviors agent-action, object-action, entity-statement were selected to analyze the outcome of the intervention using AAC. The study design was the multiple prove baseline design across behaviors and the intervention program, which was composed of a least-to-most prompting hierarchy, naturalistic language teaching strategies, expectant time delay, question, mands and models, physical assistance strategies. The data was collected by analysing the video clip of three different behaviors recorded in portable camcorder and the outcome was analyzed in the expression of semantic relation(agent-action, object-action, entity-statement) and type-token ratio.
The conclusions as a result of the study are as follows:
First, shared reading intervention using AAC is effective on the expression of semantic relation changes of the students with complex communication needs.
Second, shared reading intervention using AAC is effective on the type-token ratio changes of the students with complex communication needs.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 연구 문제 5Ⅱ. 이론적 배경 61. 복합의사소통장애 학생의 언어적 특성 62. 보완대체 의사소통 73. 의미론 104. 중재전략 125. 함께 책 읽기 중재 14Ⅲ. 연구 방법 161. 연구 참여자 162. 연구 도구 213. 연구 설계 및 연구 절차 324. 함께 책 읽기 중재 365. 자료 처리 406. 관찰자 간 신뢰도 417. 사회적 타당도 42Ⅳ. 연구 결과 441. 의미 관계 표현 변화 442. 어휘 다양도 변화 51Ⅴ. 논의 611. 의미 관계 표현 변화 612. 어휘다양도 변화 63Ⅵ. 결론 및 제언 661. 결론 662. 제언 67참고문헌 68Abstract 76부 록 78
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