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1 ( ) , 2, ,.,,, (1), (2) (/,,,, / ), (3).,, / /, / / / /..,, / / / /.. I., (verbal apraxia), (dysarthria).,. DSM- IV (Diagnostic and Statistical Manuals of Mental Dis- orders IV).., (1), (2), (3)., (Elbert & Gierut, 1986; Hodson & Paden, 1983; Weiner, 1981). (1) (Van Riper, 1984;, 1994), (2) (Van Riper, 1984), (3) (key w ord), (4)
2 (shaping). (Ingram, 1981)., (, ) (Rockman & Elbert, 1984a; Rockman & Elbert, 1984b ; Wolfer, Blocker & Prater, 1988). 80.., (Grunw ell, 1982; Young, 1983). Hodson and Paden (1983),., (Hodson, 1994). 3-4,,.. (Montgomery & Bonderman, 1989; Hodson, Chin, Redmond & Simpson, 1983; T yler, Edw ard & Saxman, 1987; Weiner, 1981).. ( : ),, (), (), (), (), ( : )(Bernthal & Bankson, 1981; Elbert & McReynolds, 1978; Rockman & Elbert, 1984a; Kent, 1982). Griffiths and Craighead (1972)(extratherapy generalization), McRey- nolds (1981) (linguistic context generalization) (situational generalization).
3 20, (F ey & Stalker, 1986; Olsw ang & Bain, 1985; Shriberg & Kwiatkow ski, 1987). Elbert, Dinnsen, Lander, and Chin (1990).,, 3. Bankson and Byrne (1972)Costello and Bosler (1976), Olsw ang and Bain (1985). (Elbert & Mc- Reynolds, 1978; Gierut, Elbert & Dinnsen, 1987; McReynolds & Bennett, 1972; Weiner, 1981).,. Stokes and Baer (1977), Elbert, Pow ell, and Sw artzlander (1991) 59% (3 ).,,. II , 5. (OSMSE, 1994) - (Preschool Language Scale,, 1994) 1...
4 2. (1), (2), (3), (4)..., 43 24, (< - 1> ). (, 1996), 62% (1996) - 3SD. / / - (/,, / ), / / - (/, / ), / / - (/,, / ), (/ / ). - / / / /, / / / l/., 20% (52%), (55%), (22%). / /, / /, / / 3.. (), ( ), ( ), ( ) ( <- 1> <- 2> ).. < - 1> ( )
5 - -,,,,,,, ( ) ( ),,,,,, ( / ) 22% 2/ 9 6% 1/ 16 22% 2/ 9 52% 13/ 25 ( ) 59% 7/ 17 ( ) 50% 4/ 8 ( ) 50% 4/ 8 4% 1/ 24 ( :? ), , Hodson and Paden (1983). Hodson and Paden,, (<- 2> )., Hodson and Paden,.,,,.. (I, II, III), (/ / / / / / ), 4., 4., III III / / 3. / / / /
6 12, / / 11, <- 3>(1), (2), (3), (4). (1) ,. ( : ). <- 2>. (2) <- 1>., ( : ),. ( : ) (self- monitoring)... : / <- 1>
7 (<- 2> ). 2-3 ( : ). ( : )( :, )( :... / ). 1 (<- 3> ). (3) (probing).,,,. (4). 15 (4 ).. 2, (multiple baseline design )(mul- tiple probing design) (Cuvo, 1979; Horner & Baer, 1978; Murphey & Bryan, 1980; T awney & Gast, 1984). +(1 ), (), - (0 ) 3,,,.,.
8 = ( ) = (1), (2), (3),.,, % ( ). 95%, 87.2%. III. 1.. / / 3, / / 7, / / 11. 0%. 2.. (1) / /- / / - I 22.6% (0-59.2% ), II 58.7% ( % ), III 82.5% (72-97% ) (0%). <- 2>, 3., II 13% I(59.2%)
9 I,. IIIII II. / /. (probe I, II, III) I I 61% (13-88% ), II II 91.7% (75-100% ), III III 72% (63-75% ). / / (/ /, / / ) (probe I & II ), / /, / /. (probe III). (2) / /- / / - I 49.8% (19-97% ), II 51.8% ( % ), III 61.1% ( % ), / / (0%). / / I, II III (<- 2> ). I II III I., I 4. II III.
10 <- 2>,
11 <- 3>,, I I17.6% (0-25% ), II II 72.3% (63-88% ), III III 50%. / /, I / /., / / I, / / II. I/ / - I. II IIII.
12 (3) / /- / / - I 34.5% ( % ), II II 47.6% (23-73% ), III III 47.8% (23-73% ),,. / / / /, (0%). / / / /, / /,., I I 17% (13-25% ), II II 55% (25-75% ). / / / /, I II.. / / - I 29% (0-72.3% ), II 57.7% ( % ), III 80.8% ( % ),,. (0%). <- 3>, II I 100%. III,. / / - I 54% ( % ), II 59.6% (41-81% ), III 49.9% (56-76% ), I. II, I. III, I II. / / - I 35.9% ( % ), II 49.3% (47-50% ), III 37.7% (28-48% ),, (0%). III, / / -,, II
13 / / % (40-60% ), / / % (30-80% ) / / % (30-100% )., 33-53%.,., / /,.., 8. / / - 20% (55% 28.9%), / / - / / - 10% (/ / %, / / %) %., / /...,. / /, (25.5% 32% 54.3%) III 100%., (0%). / /. / / (26.3% 51.3% 62.5%),., / /. / /,, / / (39.3% 41% 57.7%),.. () ( ) /,,,, / 8. 0%, 50% 20-30%
14 . / / - 5.6% 29.7%., / / 23.5%, / / 11.2% 35.9%,. / / / / 17.4%, 13.3%. / / - / /, / / 4.7%, 32.3%, / / -, / / / /..., 17.9%, 33.5%, 35%, , / / % III (82.5%). 75%, III (80.8%) (0%). / / - 60%, III (61.1%). 30% III (49.9%)., (0%) I (29%). / / %, 53%, III ( 47.6%, 37.7%)..
15 IV.,,. (/,, / ),,,.,..,, (0%)., / /, / /, / /,. / / / / 90%, / / 70%.., (1) 2, (2), (3) 4., (I),. II III.,, ( : / / ) ( : / / )., (, ) (4-5)..,,. ()., / / / / / /.,
16 ,..., ( 17%) 2 35%., 4.,,. 2.,, 3. ( : 4 ).,,..,.,.
17 (1994).. :. (1996).. -, 1, (1994).. :. American Psychiatric Association (1995). D iagnostic and Statistical Manuals of M ental D isorders, (4th ed). Washington. D.C.: American Psychiatric Association. Bankson, N. W. & M. C. Byrne (1972). T he effects of a timed correct sound production task on carryover. Journal of Sp eech and H earing D isorders, 15, Bernthal, J. & N. Bankson (1981). A rticulation Disorders. Englewood Cliffs, NJ: Prentice- Hall. Costello, J. & S. Bosler (1976). Generalization and articulation instruction. Journal of Sp eech and H earing D isorders, 41, Cuvo, A. J. (1979). Multiple- baseline design in instructional research: Pitfalls of measurement and procedural advantages. A m erican Journal of M ental D ef iciency, 84, Elbert, M., D. A. Dinnsen, P. S. Lander & S. B. Chin (1990). Generalization to conversational speech. Journal of Sp eech and H earing D isorders, 55, Elbert, M. & J. A. Gierut (1986). Handbook of Clinical Phonology: App roaches to A ssessm ent and Treatm ent. San Diego: College- Hill Press. Elbert, M., T. W. Powell & P. Swartzlander (1991). T oward a technology of generalization: How many exemplars are sufficient? Journal of Sp eech and H earing R esearch, 34, Elbert, M. & L. V. McReynolds (1978). An experimental analysis of misarticulating children s generalization. Journal of Sp eech and H earing R esearch, 21, Fey, M. & C. Stalker (1986). A hypothesis- testing approach to treatment of a child with an idiosyncratic (morpho)phonological system. J ournal of Sp eech and H earing D isorders, 51, Gierut, J. A., M. Elbert & D. A. Dinnsen (1987). A functional analysis of phonological knowl- edge and generalization learning in misarticulation children. Journal of Sp eech and H ear- ing R esearch, 30, Gray, S. I. & R. L. Shelton (1992). Self- monitoring effects on articulation carryover in school- children. Language, Speech, and H earing Services in Schools, 23, Griffiths, H. & W. E. Craighead (1972). Generalization in operant speech therapy for misarctic- ulation. Journal of Sp eech and H earing D isorders, 37, Grunwell, P. (1982). Clinical Phonology. Rockville, MD: Aspen. Hodson, B. W. (1994). Helping individuals become intelligible, literate, and articulate: The role of phonology. Top ics in Lang uag e D isorders, 14, Hodson, B. W. & E. P. Paden (1983). Targ eting Intellig ible Sp eech. San Diego: College- Hill Press. Hodson, B. W., L. Chin., B. Redmond & R. Simpson (1983). Phonological evaluation and remedi- ation of speech deviations of a child with a repaired cleft palate: A case study. Journal of Sp eech and H earing D isorders, 48, Honer, R. D. & D. M. Baer (1978). Multiple- probe technique: A variation of the multiple baseline. J ournal of App lied B eahvior A nalysis, 11, Ingram, D. (1981). P rocedures f or the Phonolog ical A nalysis of Children s Lang uag e. Baltimore: University Park Press. Kent, R. D. (1982). Contextual facilitation of correct sound production. Lang uag e, Sp eech, and H earing S ervices in Schools, 13, McReynolds, L. V. (1981). Generalization in articulation training. A nalysis and Intervention in D evelopm ental D isabilities, 1, age
18 McReynolds, L. V. & S. Bennet (1972). Distinctive feature generalization in articulation training. Journal of Sp eech and H earing R esearch, 37, Montgomery, J. K. & I. R. Bonderman. (1989). Serving preschool children with severe phonologi- cal disorders. Lang uag e, Sp eech, and H earing S ervices in Schools, 20, Murphey, R, J. & A. J. Bryan (1980). Multiple- baseline and multiple probe design: Practical alternatives for special education assessment and evaluation. The Journal of Sp ecial Edu- cation, 4, Olswang, L. B. & B. A. Bain (1985). The natural occurrence of generalization in articulation treatment. J ournal of Comm unication D isorders, 18, Rockman, B. K. & M. Elbert (1984a). Generalization in articulation training. In H. Winitz (Ed.). A rticulation D isorders: F or Clinicians by Clinicians. Baltimore; University Park Press. Rockman, B. K. & M. Elbert (1984b). Untrained acquisition of / s/ in a phonologically disordered child. Journal of Sp eech and H earing D isorders, 29, Shriberg, L. D. & J. Kwiatkowski (1987). A retrospective study of generalization in speech- delayed children. Lang uag e, Sp eech, and H earing S ervices in Schools, 18, Stokes, T. F. & D. M. Baer (1977). An implicit technology of generalization. Journal of App lied B eahvior A nalysis, 10, T awney, J. W. & D. L. Gast (1984). S ingle S ubj ect R esearch in Sp ecial Education. Columbus: Bell & Howell Company. T yler, A. A., M. L. Edwards & J. H. Saxman (1987). Clinical application of two phonologically based treatment procedures. J ournal of Sp eech and H earing D isorders, 52, Van Riper, C. & L. Emerick (1984). Sp eech Correction: A n Introduction to Sp eech Pathology and A udiology. Englewood Cliffs, NJ: Prentice- Hall. Weaver- Spurlock, S. & J. Brasseur (1985). T he effects of simultaneous sound- position training on the generalization. Lang uag e, Sp eech, and H earing S ervices in Schools, 19, Weiner, F. F. (1981). Treatment of phonological disability using the method of meaningful min- imal contrast: Two case studies. Journal of Sp eech and H earing D isorders, 46, Wolfe, V. I., S. D. Blocker & N. J. Prater (1988). Articulatory generalization in two word- medial, ambisyllabic contexts. Lang uag e, Sp eech, and H earing S ervices in Schools, 19, Young, E. C. (1983). A language approach to treatment of phonological process problems. Lang uag e, Sp eech, and H earing S ervices in Schools, 14,
19 <- 1>.
20 <- 2> Cycle :,,,,,,,,,,,,,, 3-4 :,,,,,,,,,,,,,, 5-6 :,,,,,,,,,,,,,,, Cycle :,,,,,,,,,,,,, 9-10 :,,,,,,,,,,,,,,, :,,,,,,,,,,,,,,, Cycle :,,,,,,,,,,,,,,, :,,,,,,,,,,,,,,, :,,,,,,,,,,,,,,,
21 <- 3> 1 2 Cy cle 1 (play - doh) / /,. (,... ).....,,,... / /,.... / / Cy cle 2 / / / / / /....? ( :?)..... ( :...?).
22 Cycle 3 / / / / / / 1 2 (play - doh). ( :.?).... (., )..., ( :.,...?).. ( :
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Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp DOI: : A Study on the Ac
Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp.269-293 DOI: http://dx.doi.org/10.21024/pnuedi.28.1.201803.269 : A Study on the Actual Condition of Character Education in Early Childhood
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Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp DOI: Parents Perception
Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp.493-517 DOI: http://dx.doi.org/10.21024/pnuedi.28.1.201803.493 Parents Perception and Expectation on the Parent Consultation of Students
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Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp DOI: Awareness, Supports
Journal of Educational Innovation Research 2016, Vol. 26, No. 3, pp.335-363 DOI: http://dx.doi.org/10.21024/pnuedi.26.3.201612.335 Awareness, Supports in Need, and Actual Situation on the Curriculum Reconstruction
Effects of baseball expertise and stimulus speeds on coincidence-anticipation timing accuracy of batting Jong-Hwa Lee, Seok-Jin Kim, & Seon-Jin Kim* Seoul National University [Purpose] [Methods] [Results]
Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: * Early Childhood T
Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp.243-269 DOI: http://dx.doi.org/10.21024/pnuedi.29.2.201906.243 * Early Childhood Teachers' Perception on Reconstruction of Curriculum
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Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp DOI: * Review of Research
Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp.79-102 DOI: http://dx.doi.org/10.21024/pnuedi.27.2.201706.79 * Review of Research Trends on Curriculum for Students with Severe and multiple
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Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * A Research Trend
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Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp.91-116 DOI: http://dx.doi.org/10.21024/pnuedi.29.1.201903.91 : * Research Subject Trend Analysis on Educational Innovation with Network
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Journal of Educational Innovation Research 2018, Vol. 28, No. 3, pp.27-43 DOI: http://dx.doi.org/10.21024/pnuedi.28.3.201809.27 * Strenghening the Capacity of Cultural Arts Required in Special Education
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Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp.441-460 DOI: http://dx.doi.org/10.21024/pnuedi.28.4.201812.441 A Study on Organizing Software Education of Special Education Curriculum
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