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환경중심 교수절차를 이용한 보완·대체의사소통 중재가 정신지체아의 언어발달 및 사회적 상호작용에 미치는 효과

이혜경 2007년

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' 환경중심 교수절차를 이용한 보완·대체의사소통 중재가 정신지체아의 언어발달 및 사회적 상호작용에 미치는 효과' 의 주제별 논문영향력
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주제
  • 특수교육
  • 언어 발달
  • 정신지체아
  • 환경
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
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' 환경중심 교수절차를 이용한 보완·대체의사소통 중재가 정신지체아의 언어발달 및 사회적 상호작용에 미치는 효과' 의 참고문헌

  • 박사
    환경중심 언어지도가 정신지체아의 자발 발화에 미치는 효과
  • 박사
    환경중심 언어지도가 자폐성 아동의 자발적 의사표현과 상호작용에 미치는 효과
    송정옥 대구대학교 대학원 석사학위논문 [2000]
  • 박사
    환경중심 언어중재가 정신지체아동의 자발어와 반응어에 미치는 효과
    남기진 창원 대학교 대학원 석사학위논문 [2003]
  • 한국판 그림지능 검사(P.T.I)
  • 한국 아동의 언어 발달 연구
    이인섭 [1986]
  • 한국 2～3세 아동 문장의 의미론적 분석: 의미단위수, 의미유형, 의미관계를 중심으로
    김영태 한국 2～3세 아동 문장의 의미론적 분석: 의미단위수 [1998]
  • 특수아동 지도전략
    권요한 [2003]
  • 중증 뇌성마비 아동의 보완·대체 의사소통 중재의 효과
    중증뇌성마비 아동의 보완?대체 의사소통 중재의 효과 [1998]
  • 중도 뇌성마비 아동의 의사소통 기술 증진을 위한 AAC 대화상대자 훈련
    Nandini,S. 김정연 중도 뇌성마비 아동의 의사소통 기술증진을 위한 AAC 대화상대자 훈련 [2003]
  • 정신지체아의 언어
    김영환 [2002]
  • 정신지체 아동의 화용 능력에 관한 연구
    전병운 [1994]
  • 장애학생을 위한 보완·대체의사소통지도
    장애학생을 위한 보완?대체의사소통지도 [1999]
  • 자페아동을 위한 보완?대체의사소통의 활용
    Nandini,S. [2000]
  • 인물화에 의한 간편 지능검사
    [1990]
  • 음성출력 의사소통 도구(VOCA)를 이용한 보완·대체 의사소통 훈련이 비구 어 중증 정신지체아의 “물건사기” 개선에 미치는 효과
    김수형 음성출력 의사소통 도구(VOCA)를 이용한 보완?대체 의사소통 훈련이 비구 어 중증 정신지체아의 “물건사기” 개선에 미치는 효과 [2000]
  • 우발언어교수방법이 정신지체아의 구어습득에 미치는 영향에 관한 이론적 고찰
    이영철 [1993]
  • 영유아 언어발달 검사
    [2003]
  • 박사
    역할놀이를 통한 언어중재 프로그램이 언어발달지체 아동의 화용론적 언어 능력 향상에 미치는 효과
    강은화 대구대학교 대학원 석사학위논문 [2005]
  • 아동언어장애의 진단 및 치료
    김영태 [2014]
  • 스크립트활동을 이용한 AAC 중재가 중도장애 아동의 의사소통기능 습득에 미치는 효과
  • 사회성숙도검사
    김승국 사회성숙도검사 [1998]
  • 사진교환 의사소통 체계를 이용한 중재가 통합환경에서 발달장애유아의 행동 요구하기 기능에 미치는 효과
    김영익 [2004]
  • 비디오 자기 모델링을 활용한 보완·대체의사소통 중재가 정신지체아동의 의사소통 능력에 미치는 효과
    조효인 비디오 자기 모델링을 활용한 보완?대체의사소통 중재가 정신지체아동의 의사소통 능력에 미치는 효과 [2003]
  • 블리스 심볼의 사용이 중증뇌성마비아동의 의사소통장애에 미치는 효과
    한경임 [1993]
  • 보완·대체의사소통 중재가 중도정신지체 학생의 의사소통능력 향상에 미치 는 효과
    김희은 보완?대체의사소통 중재가 중도정신지체 학생의 의사소통능력 향상에 미치 는 효과 [2004]
  • 보완-대체의사소통 중재를 위한 연구방법론 고찰
    박은혜 [2003]
  • 보완-대체 의사소통 사용자의 언어발달
    박은혜 [2000]
  • 발달장애학생 언어교육 프로그램 개발 기초 연구
  • 발달장애아를 위한 환경중심 언어중재
  • 발달장애아동의 특성과 치료교육 방향
    정대영 [2002]
  • Where are the generalized outcomes? (An examination of instructional objectives)
    Billingsley [1984]
  • Voice output communication aids
  • Visual strategies for improving communication
    Hodgdon [1996]
  • Using the interupted bebavior chain strategy to teach initial communication skills to learners with severe disabilities
    Goetz Hunt [1988]
  • Using an interupted behavior chain strategy to teach generalized communication responses
    [1986]
  • Use of closed-circuit television with a severely visually impaired young child
  • Use of a developmental model of language acquisition : Application to children using AAC systems
  • Understanding speech intelligibility in the hearing impaired
    Carney [1986]
  • Training parents as Milieu language teachers
  • Toward functional and alternative communication for students with autism : Manual signs, graphic symbols, and voice output communication aids. Language, Speech
    Mirenda Toward functional and alternative communication for students with autism : Manual signs [2003]
  • Total augmentative communication in the early childhood classroom
    Burkhart [1993]
  • Thoughts on the future of braille
    Nolan [1979]
  • The world almanac and book of facts
    Hoffman [1990]
  • The use of nonvocal communication techniques with autistic individuals
    Kiernan [1983]
  • The relationship between predictability and problem behavior for students with severe disabilites
  • The form and use of written communication produced by physically disabled individuals using microcomputers
    [1989]
  • The effects of information and augmentative communication technique on attitudes toward nonspeaking individuals
    Gorenflo [1991]
  • The clients role on the AAC. assessment team
  • The bandbook of augmentative and alternative communication
  • Teaching students to request the continuation of routine activities by using time delay and decreasing physical assistance in the context of chain interruption
  • Teaching conversation skill to indiviauals with severe disavilities with a comunication book adaptation
  • Teaching Spontaneous communication to Autistic and Developmentally Handicapped Children
    [1989]
  • Tangible symbols : Symbolic communication for individuals with multisensory impairments
  • Tactile Speech Indicator : Adaptive telephone device for deaf-blind clients
    Lynch [1990]
  • Sttategies in augmented literacy using microcomputer-based approaches
  • Speech following sign language training in autistic children with minimal verbal language
  • Special education technology : Classroom application
    Lewis [1993]
  • Social competence and early intervention
    [1990]
  • Sign English in the education of deaf students. In H. Bornstein (Ed.)
    Woodward [1990]
  • Roles and responsibilities of special education teachers serving on teams delivering AAC services
  • Positioning students with cerebral palsy to use augmentative and altenative communication. Language
  • Patterns of language learning by instruction : Evidence from nonspeaking persons with mental retardation
  • Paravocal communicators speak out
    Creech [1998]
  • PECS를 이용한 어린이집 환경중심의 의사소통 중재가 무 발화 자폐아동의 욕구의사 표현에 미치는 효과
    장혜성 [2001]
  • PATH
  • Oral communication skills of children who are hard of hearing
  • Optical character recognition
  • Opportunities to express preferences and make choices among students with severe disavilities in classroom settings
  • On the evolution and development of symbols
    Bates [1979]
  • Object communication boards
  • Nonsymbolic communication
  • Nonspeech communication symbols and system : Where have we been and where are we going?
  • My left foot
    Brown [1954]
  • Milieu 언어 중재
    김진희 [1996]
  • Methodological issues in the study of language development among children using aided language
  • Manual communication with those who can hear. In H. Bonstein (Ed)
    Karlan [1990]
  • MAPs, Circles of friends, and PATH : Powerful tools to help build caring communities
  • Literacy issues in persons with severe physical and speech impairments. In R. Gaylard-Ross(Ed.)
  • Language through conversation : A model fot intervention with language-delayed persons
    MacDonald [1985]
  • Language intervention with the severely handicapped: A decade of research
    Bryen Joice [1985]
  • Language intervention for autistic children : A look at where we have come in the past 25 years
    Wetherby [1989]
  • Language developmen and language disorders
    Bloom Lahey [1978]
  • KEDI-WISC
  • It takes to talk : A Hanen early language parent book
    Manolson [1985]
  • Interaction involving individuals
    Light [1988]
  • Interacting with peers through conversation tumtaking with a communication book adaptation
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    Stainback Inclusion : A guide for educators [1997]
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    Girolametto [1988]
  • Implementing augmentativeand alternative communication: Strategies for learners with severedisabilities
    Reichle Sigafoos York Implementing augmentative and alternative communication : strategies for learners with severe disabilities [1991]
  • Hand signals for dysphasia
  • Genetic syndromes in communication disorders
    Jung [1989]
  • Gaining the most from AAC's gowing years
    McNaughton [1990]
  • Functional assessment and program development for problem bebavior : A practical b andbook. (2nd edition)
    [1997]
  • Facilitating transitions in language development for children using AAC
    Paul [1997]
  • Expectant delay procedure for teaching requests
    Kozleski [1991]
  • Exceptional children and youth : an introduction to special education
    Hunt, Nancy [1999]
  • Evaluating the whole language approach to language arts : The pros and cons. Language, Speech
    Chaney Evaluating the whole language approach to language arts : The pros and cons. Language [1990]
  • Establishing conversational exchanges with family and friends : Moving from training to meaningful communication
  • Enhanced milieu teaching: Effects of parent-implemented language intervention
  • Election criteria for the adaption of Augmentative communication system : Preliminary consideration
  • Effects of four modified incidental teaching procedures to create opportunities for communication
    [1987]
  • Educating children with multiple disabilites : A trasdisciplinary approach (3rd ed.)
  • Editorial
    Uncles.Mark [1997]
  • Early communication and microtechnology : Instructional sequence and case studies of children with severe multiple disabilities
  • Early cognitive skills as prerequisitesto augmentative and alternative communication use: What are wewaiting for?
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  • Early Language Intervention
  • Developmental vs. difference theories fo mental retardation : A new look
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  • Developing dialogue skills: The hanen early language parent program
  • Designing pictorial communication systems for physically able-bodied students with severe handicaps
    Mirenda [1985]
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    Reichle Defining the decision involved in designing and implementing augmentative and alternative communication systems. In J. Reichle [1991]
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    Rice [1983]
  • Conceptual and psychometric concerns about the 1992 AAMRdefinition of mental retardation
    Macmillan [1993]
  • Computer technology for autistic students
    Panyan [1984]
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    Ratcliff [1994]
  • Community-based curriculum : Instucitonal strategies for students with severe handicaps(2nd edition.)
    Falvey [1989]
  • Communication and Symbolic Behaivor Scales (CSBS)
  • Classroom instruction in reading
  • Choosing options and accommodations for children (COACH) : Curriculum planning for students with disabilities in general education
    Giangreco [1996]
  • Childhood reading and writing experiences of literate adults with severe speech and motor impairments
  • Cerebral palsy : A clinical approach
    Lord [1984]
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  • Augmenting basic communication in natural contexts
  • Augmented language development in children with severe mental retardation
  • Augmentative and alternative communication : An historic perspective
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  • Audition
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  • Accommodating severe physical disabilities
  • A technique to increase language use and facilitate generalization in retared children
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  • A natural language teaching paradigm for nanverbal autistic children
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  • A modofied incidental-teaching procedure for autistic youth : Acquisition and generalization of receptive of receptive object labels
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  • A model for analyzing instructional components to facilitate generalization for severely handicapped students
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  • A computer-supported communication approach for a nonspeaking child with severe visual and cognitive impairments : A case study
  • A comparison of symbol transparency in nonspeaking persons with intellectual disabilities
  • A comparative study of language delayed preschool children's ability to recall symbols from two symbol systems
    [1990]