본 연구에서는 PDA를 활용한 보완?대체 의사소통 중재가 패스트푸드점, 도서관, 편의점의 3가지 지역사회 상황에서 중도 뇌성마비 학생의 의사소통 기능의 변화에 미치는 효과를 알아보고자 하였다. 연구설계는 상황별 중다기초선 설계를 사용하였다. 연구 결과 기초선 단계에서 연구대상 학생은 패스트푸드점, 도서관, 편의점에서 의사소통 기능이 다양하지 못하였다. 중재를 시작하면서 의사소통 기능 중 학생의 사회화, 요구하기, 감정 표현하기의 비율이 증가하였으며, 불확실/무반응의 비율은 감소하였다. 의사소통 역할의 변화에서는 세 가지 상황 모두에서 시도의 비율이 증가하였고, 반응의 비율이 감소하였다.The purpose of this study was to investigate the effect of AAC intervention
using PDA on the communication in three community settings of a student with
severe cerebral palsy. The student participated in this study is 19 years and high
school student who diagnosed severe cerebral palsy. The multiple probe across
settings was used to investigate communicative function, role and outcome using
PDA on the communication of student with severe cerebral palsy.
As a result of the review, the results were as follows:
First, the intervention of AAC using PDA had a effectiveness on the diversity
of communicative functions of a student with severe cerebral palsy.
Second, the intervention of AAC using PDA had increased the initiative
communicative role of a student with severe cerebral palsy.
Third, the intervention of AAC using PDA had increased the successful
communication outcome of student with severe cerebral palsy.
In conclusion, AAC using PDA had affirmative effect on the communicative
function, role and outcome of a student with severe cerebral palsy. The
intervention program had positive effect in generalizing them to the other
communication partners and places.