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- 2017
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우리나라에서도 2005년부터 인공와우 이식수술에 대한 건강보험이 적용되면서 그 대상이 계속해서 늘어남에 따라 청능훈련에 대한 관심도 증가하고 있다. 그로 인해 어린 나이부터 지속적인 청능훈련을 실시하고 있지만, 무의미음절 지각에서는 어려움을 보이고 있다.
본 연구는 무의미음절 지각에 어려움을 가지는 인공와우 착용자에게 무의미 이음절 최소단어짝을 통한 청능훈련이 종성파열음 청지각 개선에 미치는 효과를 알아보고자 한다.
본 연구의 대상은 학령기 인공와우 착용자 3명이며, 종성파열음 청지각 변화를 알아보기 위하여 중다중재설계를 적용하였다. 중재는 한 회기당 50분간 총 14회기를 실시하였고, 중재프로그램은 종성파열음 /ㅂ/, /ㄷ/, /ㄱ/음소를 듣기훈련, 단어검토, 변별훈련, 확인훈련으로 진행하였다.
본 연구의 결과는 다음과 같다.
첫째, 학령기 인공와우 착용자에게 무의미 이음절 최소단어짝을 이용한 청능훈련을 실시하였다. 연구결과, 변별능력과 확인능력의 향상으로, 대상자 모두 종성파열음 /ㅂ/, /ㄷ/, /ㄱ/ 청지각 능력이 향상하였다.
둘째, 학령기 인공와우 착용자에게 무의미 이음절 최소단어짝을 이용한 청능훈련
을 통해 변별자질 일반화 효과가 일어나는지 살펴보았다. 그 결과, 동일자질의 [+자
음성]과 [+전방성], [+설정성]과 [+고설성], [+후설성]이 포함된 종성 /ㅁ/, /ㄴ/, /ㅇ/,
/ㄹ/의 어음 확인 능력이 향상하였다.
이상의 연구결과에서 알 수 있듯이 무의미 이음절 최소단어짝을 통한 청능훈련이
학령기 인공와우 착용자의 종성파열음 청지각 개선시킨다는 것을 알 수 있었다.
본 연구는 무의미음절 지각에 어려움을 가지는 인공와우 착용자에게 무의미 이음절 최소단어짝을 통한 청능훈련이 종성파열음 청지각 개선에 미치는 효과를 알아보고자 한다.
본 연구의 대상은 학령기 인공와우 착용자 3명이며, 종성파열음 청지각 변화를 알아보기 위하여 중다중재설계를 적용하였다. 중재는 한 회기당 50분간 총 14회기를 실시하였고, 중재프로그램은 종성파열음 /ㅂ/, /ㄷ/, /ㄱ/음소를 듣기훈련, 단어검토, 변별훈련, 확인훈련으로 진행하였다.
본 연구의 결과는 다음과 같다.
첫째, 학령기 인공와우 착용자에게 무의미 이음절 최소단어짝을 이용한 청능훈련을 실시하였다. 연구결과, 변별능력과 확인능력의 향상으로, 대상자 모두 종성파열음 /ㅂ/, /ㄷ/, /ㄱ/ 청지각 능력이 향상하였다.
둘째, 학령기 인공와우 착용자에게 무의미 이음절 최소단어짝을 이용한 청능훈련
을 통해 변별자질 일반화 효과가 일어나는지 살펴보았다. 그 결과, 동일자질의 [+자
음성]과 [+전방성], [+설정성]과 [+고설성], [+후설성]이 포함된 종성 /ㅁ/, /ㄴ/, /ㅇ/,
/ㄹ/의 어음 확인 능력이 향상하였다.
이상의 연구결과에서 알 수 있듯이 무의미 이음절 최소단어짝을 통한 청능훈련이
학령기 인공와우 착용자의 종성파열음 청지각 개선시킨다는 것을 알 수 있었다.
목차
Ⅰ. 서 론····························································1. 연구의 의의····························································2. 연구의 문제····························································Ⅱ. 이론적 배경····························································1. 인공와우 착용자의 언어 특성·····························································2. 청능훈련····························································3. 최소단어짝····························································4. 변별자질 일반화····························································Ⅲ. 연구방법····························································1. 연구대상····························································2. 연구설계·····························································3. 평가도구····························································4. 연구절차····························································5. 중재 프로그램····························································6. 결과처리····························································Ⅳ. 연구결과 및 고찰····························································1. 대상자별 종성파열음 청지각 능력 개선····························································2. 변별자질 일반화 효과····························································Ⅴ. 결론 및 제언····························································참고문헌····························································Abstract····························································부록····························································<부록 1> 무의미 일음절 단어검사·····························································<부록 2> 기초선 평가 도구····························································<부록 3> 변별 능력 평가도구····························································<부록 4> 확인 능력 평가도구····························································<부록 5> 변별자질 일반화 단어 평가도구····························································<부록 6> 치료 프로그램의 예····························································<부록 7> 연구 참여 동의서····························································
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