협력적 접근을 통한 활동 중심 삽입교수가 장애 유아의 요구하기 행동에 미치는 영향
The Effects of Activity-Based Embedded Intervention implemented by the Collaborative Approach on the Requesting Skills of Young Children with Disabilities
- 주제(키워드) 협력적 접근 , 활동 중심 삽입교수 , 통합유치원 , 요구하기 행동 , collaborate approach , activity-based embedded intervention , requesting skill , early childhood inclusion
- 주제(기타) 교육학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002698038
- 등재 KCI등재
- 발행기관 한국유아특수교육학회
- 발행년도 2021
- URI http://www.dcollection.net/handler/ewha/000000180075
- 본문언어 한국어
초록/요약
This study examined the effectiveness of activity-based embedded intervention, implemented by the cooperative team, on the requesting behavior of young children with disabilities. This study was used a multiple probe baseline design across three children with disabilities from the preschool located in Seoul. Activity-based embedded intervention implemented by the collaborative approach consisted of collaborative approach and activity-based embedded intervention. A collaborative approach focused on four components of collaboration: sharing values, regular meetings, improving competency, and clearly sharing roles. Activity-based embedded intervention practices were implemented to identify teaching opportunities, make embedded plans, teach, and evaluate. The result showed an increase in requesting behaviors of all the children with disabilities and generalization on two children. Finally, implications for future research and practice were discussed.
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