의사소통에 어려움이 있는 중도 장애 아동들의 적극적인 수업참여를 위해서는 학습시간 중 보편적으로 사용되는 교사 주도의 질문 응답 방식과 같은 수업 중 의사소통 활동에 참여할 수 있는 기회가 보장될 필요가 있다. 본 연구는 일반초등학교 특수학급에 재학 중인 장애 학생 3명을 대상으로 그림상징 반응카드의 사용이 중도 지적장애 아동의 수업참여행동의 증가와 문제행동의 감소에 미치는 영향을 알아보고자 하였다. 연구는 대상자간 중다 간헐 기초선 설계를 이용하여 수업참여행동 및 문제행동의 정의, 기초선 측정, 학급대상 반응카드 사용훈련, 중재, 일반화, 유지의 단계로 실험을 실시하였다. 연구결과에서 그림상징 반응카드의 사용은 대상 학생들의 수업참여행동을 증가, 문제행동을 감소시키고 이와 같은 결과를 일반화, 유지시키는데 효과적인 것으로 나타났다.
The purpose of this study was to evaluate the effects of pictorial preprinted response cards on the task engagement and problem behavior of three elementary-aged students with disabilities. The current study occurred during a group activity in a resource room with three students with disabilities who had limited verbal abilities and low task engagement level. Multiple probe baseline design across subjects are used and the frequency of children`s response rate, task engagement and problem behavior rate is measured. During all conditions, the instructor asked 8 questions each session. In the baseline conditions, the teacher called on one student who raised his or her hand to answer the question while in the intervention conditions, students responded by showing one`s pictorial preprinted response cards. The results obtained from this study are as follows: Firstly, the pictorial preprinted response card intervention resulted in significant increase in task engagement for all three students, Secondly, the pictorial preprinted response card intervention in substantial reduction in problem behavior for all three students. Thirdly, the effect of the pictorial preprinted response card intervention was generalized in a different class activity. Lastly, the effect of the pictorial preprinted response card intervention was maintained after withdrawal of intervention. Results mentioned above indicated that the use of pictorial preprinted response card is beneficial method to be implemented in the class for including students with severe disabilities and encouraging their active participation.