시지각 훈련이 정신지체 학생의 주의집중 행동에 미치는 효과

Abstract

The purpose of this study was to investigate the effects of a visual perception training program on improving the attention behavior of students with mental retardation. The participants were two male students with mental retardation, both being first graders at a special school for students with mental retardation in Gwangju metropolitan city. One participant was fifteen years old with mental age of 3.8 years and the other thirteen years old with mental age of 3.6 years. The program consisted of 20 tasks as follows: (a) 11 visual motor integration tasks, (b) six perception constancy tasks, (c) two figure-ground tasks, and (d) one positional space task. These tasks were selected, on the basis of the participants' current level of visual perceptual skills, from Frostig and Horne's (1963) Visual Perception Training Program (translated into Korean by Yeo, 1987). This study was conducted from May 16th to July 1st, 2005, following a reversal design with the second intervention phase, that is, an A-B-A-B design (first baseline of five sessions, first intervention of 10 sessions, second baseline of nine sessions, and second intervention of 10 sessions). The dependent variables were the participants' trainer-looking behavior and task-performing behavior as recored in the equal interval observation method. The researcher implemented the program and a social worker observed the students with another social worker observing them at approximately a third of the total number of sessions for interobserver agreements. The results showed the effects of a visual perception training program in increasing the participants' trainer-looking behavior and task-performing behavior. The percentage of intervals in which students took a look at the trainer or performed tasks increased on the average from 10% at the first baseline phase to 56% at the first intervention, with a decrease to 18% at the second baseline and an increase back to 63% at the second intervention phase. These results implied the benefits of using a visual perception training tasks for improving the attention behavior of students with mental retardation in class. variables were the participants' trainer-looking behavior and task-performing behavior as recored in the equal interval observation method. The researcher implemented the program and a social worker observed the students with another social worker observing them at approximately a third of the total number of sessions for interobserver agreements. The results showed the effects of a visual perception training program in increasing the participants' trainer-looking behavior and task-performing behavior. The percentage of intervals in which students took a look at the trainer or performed tasks increased on the average from 10% at the first baseline phase to 56% at the first intervention, with a decrease to 18% at the second baseline and an increase back to 63% at the second intervention phase. These results implied the benefits of using a visual perception training tasks for improving the attention behavior of students with mental retardation in class.