ÃʵîÇлýÁý´Ü ´ÙÀü¹®°¡ Çù¾÷ÇÁ·Î±×·¥¿¡¼ÀÇ School AMPS ºÐ¼®À» ÅëÇÑ ÀÛ¾÷Ä¡·á¿Í °¨°¢ÅëÇÕÁ¢±ÙÀÇ ÀǹÌ
Sensory Integration and Occupational Therapy for Elementary Students Collaborative Group Program : Implementing School AMPS
Áö¼®¿¬, À̼º¾Æ, ¹Ú¼Ò¿¬, È«¹Î°æ,
¼Ò¼Ó »ó¼¼Á¤º¸
Áö¼®¿¬ ( Ji Seok-Yeon )
SISO °¨°¢ÅëÇÕ»ó´ã¿¬±¸¼Ò
À̼º¾Æ ( Lee Seong-A )
¼øõÇâ´ëÇб³ ÀÛ¾÷Ä¡·áÇаú
¹Ú¼Ò¿¬ ( Park So-Yeon )
ÀÌÈ¿©ÀÚ´ëÇб³ ¹ß´ÞÀå¾Ö¾Æµ¿¼¾ÅÍ
È«¹Î°æ ( Hong Min-Kyung )
Ǫ¸£¸Þ ÀçÈ°¼¾ÅÍ
KMID : 1123620130110010011
Abstract
¸ñÀû : Çб³±â¹Ý ÀÛ¾÷Ä¡·á´Â ±³À°Àü¹®°¡¿Í Çù¾÷ÇÏ´Â ´ÙÀü¹®°¡Àû Á¢±ÙÀÌ ÇÊ¿äÇÏ´Ù. º» ¿¬±¸´Â ÀÏ¹Ý ÃʵîÇб³¿¡ ÁøÇÐÇÏ´Â °íÀ§Ç豺 ¾Æµ¿µéÀ» ´ë»óÀ¸·Î Ư¼ö±³»ç¿Í ÀÛ¾÷Ä¡·á»ç°¡ ÇÔ²² Áö¿ª»çȸ ±â°ü¿¡¼ Çù¾÷À¸·Î ½Ç½ÃÇÏ´Â Áý´Ü±³À°½Ã°£ÀÇ ÀÛ¾÷¼öÇຯȸ¦ ºÐ¼®ÇÏ°í, °¨°¢ÅëÇÕ ÁßÀçÀÇ Àǹ̸¦ ÆľÇÇÏ°íÀÚ ÇÏ¿´´Ù.
¿¬±¸¹æ¹ý : ¿¹ºñ ÇÁ·Î±×·¥À¸·Î ÀÔÇÐÁغñ ÇÁ·Î±×·¥À» Ư¼ö±³»ç¿Í ÀÛ¾÷Ä¡·á»çÀÇ ºÎºÐÀûÀÎ Çù¾÷À» ÅëÇØ ½Ç½ÃÇÑ ÈÄ, ÃʵîÇб³ ÀûÀÀÇÁ·Î±×·¥Àº Ư¼ö±³»ç¿Í ÀÛ¾÷Ä¡·á»ç°¡ Àüü°úÁ¤À» Çù¾÷ÇÏ¿© ½ÃÇàÇÏ¿´´Ù. ¿¬±¸´ë»óÀº 6¸íÀ̾ú´Ù(7¼¼ 5¸í, 9¼¼ 1¸í). ÇÁ·Î±×·¥ Æò°¡´Â ±³À°È°µ¿ Âü¿©¿¡ ´ëÇØ School AMPS¸¦ ½Ç½ÃÇÏ¿´°í, ÀÏÁ¤ÇÏ°Ô ±¸¼ºµÈ ÀÚÁ¶È°µ¿¿¡ ´ëÇØ AMPS ¼öÇà±â¼úÀ» °üÂûÇÏ¿© ÁßÀçÀü·«¿¡ È°¿ëÇÏ¿´´Ù. Æò°¡¸¦ ÅëÇÑ ÁßÀçÀü·«°ú ±×¿¡ µû¶ó ÁøÇàµÈ º¯È¸¦ ±³»ç¿Í Ä¡·á»çÀÇ ¿ù°£ ±â·ÏÀ» Åä´ë·Î ÁúÀû ºÐ¼®À» ½Ç½ÃÇÏ¿´À¸¸ç, ºÎ¸ð¼³¹®À» ÅëÇØ °¨°¢ÇÁ·ÎÆÄÀÏÀ» Á¶»çÇÏ¿´´Ù.
°á°ú : »çÀü ÇÁ·Î±×·¥¿¡ Âü°¡ÇÑ ¾Æµ¿ 5¸í Áß 4¸íÀÌ °¨°¢ÅëÇÕÀûÀÎ ¾î·Á¿òÀ¸·Î ¼öÇà¿¡ ¿µÇâÀ» ¹Þ´Â´Ù°í Æò°¡µÇ¾ú°í, ÀÌ °á°ú°¡ º» ÇÁ·Î±×·¥ ±¸¼º¿¡ ±â¹ÝÀÌ µÇ¾ú´Ù. º» ÇÁ·Î±×·¥ ±¸¼ºÀº Âü°¡ ¾Æµ¿ÀÌ ¼ÓÇÑ ÇгâÀÇ ±³½Ç¿¡¼ ¼ö¾÷°úÁ¦(school task)¿Í Áý´Ü È°µ¿, ±âº» ÀÚÁ¶È°µ¿À¸·Î ÀÌ·ç¾îÁ³°í, ¼ö¾÷°úÁ¦È°µ¿Æò°¡ School AMPS´Â Åë°èÀûÀ¸·Î´Â À¯ÀǹÌÇÏÁö ¾ÊÀ¸³ª Æò±Õ ¿îµ¿±â¼úÀº 0.14 ·ÎÁþ(logit), Æò±Õ󸮱â¼úÀº 0.07 ·ÎÁþÀÌ Çâ»óµÇ¾ú´Ù. Çù¾÷Àû ÁßÀç·Î´Â °¨°¢ÅëÇÕÀÌ ÁÖµÈ È¸º¹Àû ÁßÀç·Î »ç¿ëµÇ¾ú°í, °úÁ¦¼öÇàÀ» ÅëÇØ Á÷Á¢ ¾î·Á¿òÀÌ ÀÖ´Â ±â¼úÀ» Çâ»óÇÏ´Â ½ÀµæÀû ÁßÀç, ±³»çÀÇ ´ëÀÀÀü·«À̳ª µµ±¸ ¹× ȯ°æ Á¶Á¤À» ½ÃÇàÇÏ´Â º¸»ó/ÀûÀÀÀû ÁßÀç°¡ Àû¿ëµÇ¾ú´Ù. ±âº»Àû ÀÚÁ¶È°µ¿µéÀº µµ¿òÀÌ ÇÊ¿äÇÑ ¼öÁØ¿¡¼ ÀÚ¸³ÀûÀÎ ¼öÁØÀ¸·Î Çâ»óµÇ¾î¼ ¹Ýº¹ÀûÀÎ ÀÚÁ¶È°µ¿ÀÇ °æÇè°ú ÁßÀç°¡ È¿°úÀûÀ̾ú´Ù. ±×·¯³ª °³¼±µÈ ¼öÇà±â¼úµé ÀÌ¿Ü¿¡ »õ·Ó°Ô µµÀüÀÌ µÇ´Â ¼öÇà±â¼úÀÌ ¹ß»ýÇÏ¿´°í, ÀÌ·± ¹®Á¦µéÀº °¨Á¤°ú Çൿ¹®Á¦¿Í ´õºÒ¾î °¨°¢ÅëÇÕÀÇ ¾î·Á¿ò »Ó ¾Æ´Ï¶ó Áý´Ü¿¡¼ ÀϾ´Â ¿ªµ¿Àû ÀÌÀ¯ ¶§¹®À¸·Î Æò°¡µÇ¾ú´Ù.
°á·Ð : Ãʱ⿡´Â °¨°¢ÅëÇÕ ÇÁ·Î±×·¥À» ÅëÇÏ¿© ÇлýµéÀÇ Âü¿©°¡ Çâ»óµÉ ¼ö ÀÖ¾ú´Ù. ±×·¯³ª, Áý´Ü È°µ¿À» ÅëÇؼ µå·¯³ª´Â ÃʵîÇлýµéÀÇ °¨Á¤Á¶Àý ¹®Á¦, ¿ªÇÒ º¯È¿¡ µû¸¥ ¼öÇຯÈ, ¶Ç·¡¿¡ ´ëÇÑ ¹ÝÀÀ¹®Á¦°¡ µå·¯³²¿¡ µû¶ó °¨°¢ÅëÇÕÀûÀÎ ÁßÀç¿¡¼ ´õ º¹ÇÕÀûÀÎ °³ÀÎ-ȯ°æ-°úÁ¦¿¡ ´ëÇÑ ÁßÀç°¡ ÇÊ¿äÇÏ¿´´Ù. Ư¼ö±³»ç¿Í ÀÛ¾÷Ä¡·á»çÀÇ Çù¾÷Àº »óÈ£º¸¿ÏÀûÀ̸ç ÇÊ¿äÇÑ ¼öÇà±â¼úÀ» Çâ»óÇÏ´Â µ¥ ½Ã³ÊÁö È¿°ú°¡ ÀÖ¾ú´Ù. ÀÌ °úÁ¤¿¡¼ School AMPS´Â ÃøÁ¤ °¡´ÉÇÑ °á°ú¸¦ ÀϺΠÁ¦½ÃÇÏ´Â µ¥ À¯¿ëÇϸç, ÇâÈÄ¿¡´Â ÁúÀû ºÐ¼®À» º¸´Ù °´°üÈ ÇÒ ¼ö ÀÖ´Â ¹æ¹ýµéÀÌ ¿ä±¸µÈ´Ù.
Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children¡¯s school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach.
Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents.
Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons.
Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.
Å°¿öµå
°¨°¢ÅëÇÕ; ´ÙÀü¹®°¡ Á¢±Ù; Áý´Ü Çù¾÷ ÇÁ·Î±×·¥; ÃʵîÇлý; Çб³±â¹Ý ÀÛ¾÷Ä¡·á
School AMPS; collaborative practice; group program; school-based occupational therapy; sensory integration
¿ø¹® ¹× ¸µÅ©¾Æ¿ô Á¤º¸
µîÀçÀú³Î Á¤º¸