Science of Emotion and Sensibility (감성과학)

Korean Society for Emotion and Sensibility (한국감성과학회)
권호 표지
DOI QR코드

DOI QR Code

Effect of a Novel App-based Listener Responsiveness Conversation Training Program on Enhancing Conversational Skills in Children with High-Functioning Autism Spectrum Disorder

App-기반 청자 반응 대화훈련 프로그램이 고기능 자폐스펙트럼 아동의 대화기술 향상에 미치는 효과

  • 조희정 (덕성여자대학교 심리학과) ;
  • 김소연 (덕성여자대학교 심리학과)
  • Received : 2023.06.13
  • Accepted : 2023.08.09
  • Published : 2023.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study examines the effects of a new app-based intervention program for conversational skills of children with high-functioning autism spectrum disorder (ASD). Participants in this study comprised 26 children diagnosed with autism, Asperger's syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Participants were randomly assigned into a treatment group or a control group according to their ages, IQ, SCQ, and ASSQ scores. The treatment group met with teachers once a week for a single non-face-to-face class for nine weeks, along with conversation training at home using an app. The control group did not participate in any specific programs for conversational skills. Conversation data of all participants were collected before and after the intervention to compare the two groups based on changes in the conversational turn-taking and topic manipulation skills. When analyzed with respect to a Group X Period analysis of variance (ANOVA), the data indicated maintenance on the rate of appropriate listener's verbal responses in the treatment group, whereas the rate of inappropriate listener's verbal response significantly declined in the control group. In addition, the rate of conversation initiation and maintenance and the rate of appropriate initiation improved in the treatment group, whereas the rate of inappropriate initiation declined in this group. Overall, the study demonstrates promising effects of the novel App-based digital intervention on verbal conversational skills in children with high function ASD.

본 연구는 고기능 자폐 스펙트럼 장애아동을 대상으로 App-기반 청자 대화기술 훈련프로그램의 효과를 검증하고자 하였다. 연구대상은 26명의 자폐 스펙트럼 장애, 아스퍼거 증후군, 전반적 발달장애로 진단된 초등학생으로, 연령과 IQ, SCQ, ASSQ 점수를 사용하여 중재 집단과 통제 집단으로 짝지어 분배하였다. 중재 집단은 9주 동안 교사와의 비대면 학습을 주 1회 실시하고, 가정에서도 부모 또는 아동이 앱(App)을 활용하여 대화훈련을 실시하였다. 통제집단은 다른 특별한 프로그램에 참여하지 않았다. 그리고 훈련 전과 후에 평가자와 아동 간의 1:1 대화를 수행하여 대화 자료를 수집하고, 대화차례 주고받기와 주제 운용능력의 변화를 비교하였다. 연구 결과, 중재 집단에서 본 연구에서 개발한 청자 반응 대화훈련 프로그램의 긍정적 효과가 발견되었다. 구체적으로, 중재 집단은 청자 조건에서 적절한 청자 언어 반응이 유지되었고, 통제 집단은 적절한 청자 언어 반응이 감소하였다. 그리고 화자 조건의 대화 차례 주고받기에서는 개시율과 유지율이 증가하고, 주제 운용능력에서는 적절한 주제 개시율이 증가하고, 부적절한 주제 개시율은 감소하였다. 논의에서는 청자 반응 대화훈련 프로그램이 고기능 자폐 스펙트럼 장애아동의 대화 양상변화에 미치는 효과를 중점적으로 논의하였다.

Keywords

Acknowledgement

이 논문은 2020년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-과제번호) (NRF-2020S1A5B5A17089450).

References

  1. Adams, C., & Bishop, D. V. M. (1989). Conversational characteristics of children with semantic-pragmatic disorder: exchange structure, turntaking, repairs and cohesion. British Journal of Disorders of Communication, 24(3), 211-239. DOI: 10.3109/13682828909 019889
  2. Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31, 377-384. DOI: 10.1023/A:1010660502130
  3. Bishop, D. V. M. (2003). The children's communication checklist 2nd edition (CCC-2). London: Harcourt Assessment.
  4. Brinton, B., Fujiki, M., & Powell, J. M. (1997). The ability of children with language impairment to manipulate topic in a structured task. Language, Speech, and Hearing Services in Schools, 28(1), 3-11. DOI: 10.1044/0161-1461.2801.03
  5. Capps, L., Kehres, J., & Sigman, M. (1998). Conversational abilities among children with autism and children with developmental delays. Autism, 2(4), 325-344. DOI: 10.1177/1362361398024002
  6. Cho, H. J. (2019). Korea Patent No. 101949997. Seoul: Korea. Korea Intellectual Property Rights Information Service.
  7. Cho, H. J., & Kim, S. Y. (2018). Emotion perception and multisensory integration in autism spectrum disorder: a review of behavioral and cognitive neuroscience studies. Science of Emotion & Sensibility, 21(4), 77-90. DOI: 10.14695/KJSOS.2018. 21.4.77
  8. Choi, J., & Lee, Y. (2013). Conversational turn-taking and topic manipulation skills of children with high-functioning autism spectrum disorders. Communication Sciences & Disorders, 18(1), 12-23. DOI: 10.12963/csd.13002
  9. Choi, J., & Lee, Y. (2015). Contingency and informativeness of topic maintenance in children with high-functioning autism spectrum disorders. Communication Sciences & Disorders, 20(3), 413-423. DOI: 10.12963/csd.15255
  10. Cole, C. L., Bambara, L. M., Telesford, A. E., Bauer, K., Bilgili-Karabacak, I., Chovanes, J., & Weir, A. (2022). Using a brief intervention to improve partner-focused conversation in adolescents with autism. Journal of Autism and Developmental Disorders, 56(3), 1-16. DOI: 10.1007/s10803-022-05510-5
  11. Davis, K. M., Boon, R. T., Cihak, D. F., & Fore, C., III. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 25(1), 12-22. DOI: 10.1177/1088357609354299
  12. Doggett, R. A., Krasno, A. M., Koegel, L. K., & Koegel, R. L. (2013). Acquisition of multiple questions in the context of social conversation in children with autism. Journal of Autism and Developmental Disorders, 43(9), 2015-2025. DOI: 10.1007/s10803-012-1749-8
  13. Dotson, W. H., Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Group teaching of conversational skills to adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 4(2), 199-209. DOI: 10.1016/j.rasd.2009.09.005
  14. Duncan, S. (1974). On the structure of speaker-auditor interaction during speaking turns. Language in Society, 3(2), 161-180. DOI: 10.1017/S0047404500004322
  15. Goodwin, C. (1986). Between and within: Alternative sequential treatments of continuers and assessments. Human Studies, 9(2-3), 205-217. DOI: 10.1007/BF00148127
  16. Heo, H., & Lee, Y. K. (2012). Conversational turn-taking and topic manipulation skills in conversations of school-age low-achievers in language learning. Korean Journal of Communication Disorders, 17(1), 66-78. DOI: 10.12963/csd.13002
  17. Jang, S. H. (2004). A study on listener response in daily conversations (Master's thesis). Hannam University, Daejeon, Republic of Korea. Retrieved from http://www.riss.kr/link?id=A75243801
  18. Jang, S. H. (2005). A study on uncooperative listener response in daily conversations. Hannam Language and Literature, 29, 153-176. Retrieved from http://www.riss.kr/link?id=A75243801
  19. Jones, C. R. G., Pickles, A., Falcaro, M., Marsden, A. J. S., Happe, F., Scott, S. K., Sauter, D., Tregay, J., Phillips, R. J., Baird, G, Simonoff, E., & Charman, T. (2011). A multi-modal approach to emotion recognition ability in autism spectrum disorders. Journal of Autism Psychology Psychiatry, 52(3), 275-285. DOI: 10.1111/j.1469-7610.2010.02328.x
  20. Kim, M., Kim, J., & Kim, S. Y. (2022). Attentional bias to emotional stimuli and effects of anxiety on the bias in neurotypical adults and adolescents. Sciemce of Emoion & Sensibility, 25(4), 107-118. DOI: 10.14695/KJSOS.2022.25.4.107
  21. Kim, S. (1999). Types and functions of back channel in conversation (대화의 맞장구 수행 형식과 기능), Textlinguistics, 6, 45-69. Retrieved from http://www.riss.kr/link?id=A75516734
  22. Koegel, L. K., Koplen, Z., Koegel, B., & Koegel, R. L. (2021). Using a question bank intervention to improve socially initiated questions in adolescents and adults with autism. Journal of Speech, Language, and Hearing Research, 64(4), 1331-1339. DOI: 10.1044/2021_JSLHR-20-00534
  23. Koegel, L. K., Park, M. N., & Koegel, L. R.(2014). Using self-management to improve the reciprocal social conversation of children with autism spectrum disorder, Journal of Autism and Developmental Disorders, 44(5), 1055-1063. DOI: 10.1007/s10803-013-1956-y
  24. Lee, E. K., An, M. K., Seo, G. H. (2017). Deficits of social communication skills in adolescents with autistic spectrum disorder based on debating skill. Journal of Emotional & Behavioral Disorders, 33(4), 237-256. DOI: 10.33770/JEBD.33.4.12
  25. Matthewman, H., Zane, E., & Grossman, R. (2022). Comparing frequency of listener responses between adolescents with and without ASD during conversation. Journal of Autism and Developmental Disorders, 1-12. DOI: 10.1007/s10803-021-04996-9
  26. Nadig, A., Lee, I., Singh, L., Bosshart, K., & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism, Neuropsychologia, 48(9), 2730-2739. DOI: 10.1016/j.neuropsychologia.2010.05.020
  27. Palmen, A., Didden, R., Arts, M. (2008). Improving question asking in high-functioning adolescents with autism spectrum disorders: Effectiveness of small-group training, Autism, 12(1), 83-98. DOI: 10.1177/1362361307085265
  28. Park, Y. J., Choi, J., & Lee, Y. (2017). Development of topic management skills in conversation of school-aged children. Communication Sciences & Disorders, 22(1), 25-34. DOI: 10.12963/csd.17364
  29. Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computerpresented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178. DOI: 10.1177/10983 00708316259
  30. Seo, Y. K., & Ahn, S. W. (2015). A feasibility study of CCC-2 as a screening instrument for children with communication disorders. Journal of Speech-Language & Hearing Disorders, 24(4), 319-332. DOI: 10.15724/jslhd.2015.24.4.030