자기관리 중재와 직접교수 중재가 지적장애 고등학생의 화폐계산 능력과 학습 만족도에 미치는 상대적 효과

Abstract

The purpose of this study was to investigate the relative effects of self-management intervention and direct instruction intervention on the money calculating abilities and learning satisfaction of High School Students with Intellectual Disabilities. The subjects of this study were two high school students with intellectual disabilities, and the study was conducted as a baseline, intervention, and maintenance phase using alternating treatment design. The results of the study are as follows. First, the application of self - management intervention and direct instruction intervention for high school students with intellectual disability improved the accuracy of money calculation and direct instruction intervention was more effective than self - management intervention. Second, the application of self - management intervention and direct instruction intervention for high school students with intellectual disabilities shortened the time to complete the money calculation and direct instruction intervention was more effective than self - management intervention. Third, the application of self - management intervention and direct instruction intervention for high school students with intellectual disability improved the accuracy of sentence problem money calculation and direct instruction intervention was more effective than self - management intervention. Fourth, the application of self - management intervention and direct instruction intervention for high school students with intellectual disability improved the satisfaction of money calculation learning and direct instruction intervention was more effective than self - management intervention. The purpose of this study is to suggest useful information to select and utilize appropriate teaching and learning methods in the curriculum of students with intellectual disabilities