본 연구는 발달지체유아의 표현언어 향상을 위한 또래중재의 효과를 알아보기 위한 사례연구로서 1명의 발달지체유아를 선정하여 AB설계에 의하여 표현언어의 변화를 살펴본 것이다. 연구에 참여한 또래는 3명의 정상발달 또래들로서 이들에게 매회기의 중재시작 전에 대상유아와 상호작용할 내용을 훈련시켰다. 표현언어는 자발적 표현언어와 반응적 표현언어로 나누어 관찰하였으며, 자발적 표현언어는 관찰시간동안에 대상유아가 표현한 자발적 언어의 빈도를, 반응적 표현언어는 관찰시간동안에 또래유아가질문한 횟수에 대한 대상유아의 반응횟수를 백분율로 측정하였다. 연구결과, 중재 전자발적 및 반응적 표현언어를 전혀 하지 않던 대상유아가 중재기간에 많은 향상을 나타내었으며 이러한 변화가 유지기간에도 지속적으로 유지되었다. 이러한 연구결과는 본 연구가 단일대상연구이며 AB설계인 점을 감안할 때, 또래중재로 인하여 대상유아의 표현언어가 향상된 것이라고 단언할 수 없는 것이지만 또래중재가 대상유아의 언어력 변화에 영향을 미친 하나의 중요한 요소로는 설명될 수 있는 것이다. 따라서 본 사례연구의 대상유아가 가진 여러 가지 특성들 중 어떤 요인이 언어변화에 함께 영향을 미친 것인지 숙고해 볼 필요가 있다.

The purpose of this study is to investigate the effect of peer arbitration on the linguistic ability improvement of development retarded child and the subject was a development retarded child educated and integrated into M preschool in P city in Gyeongsangbuk-do. Artistic play activity that a development retarded child has usually had interest and participated positively in was developed into peer arbitration play program and it was practiced in the classroom of the preschool where the subject went from May 16 till July 30, 2005 and the change of linguistic representation behavior of the child was measured. The conclusions of this study through the experiment are as follows: First, peer arbitration or play with peers is a good arbitration method that brings about the development of voluntary linguistic representation ability of a development retarded child. Besides, peer arbitration is an important method of developing reaction word representation ability of a development retarded child Second, peer arbitration not only improves voluntary word or reaction word representation ability of a development retarded child but also increases interaction. Especially, peer arbitration method can be a way of supplying lack of social technique and interaction of normal children toward a development retarded child. Third, it is needed that play or experience that a development retarded child is curious about is investigated and applied ahead of time to increase effect of peer arbitration on linguistic representation of a development retarded child. Fourth, effect of peer arbitration on linguistic representation of a development retarded child has some durability, not being temporary. The suggestions on the basis of these conclusions are as follows. First of all, positive introduction of peer arbitration is needed to strengthen linguistic representation ability of a development retarded child in preschool where integrated education is being enlarged. And also, increasing effect of integrated education is needed through education program that a development retarded child likes or has curiosity in ahead of time because peer arbitration in integrated preschool education can be much effected by environmental factor. And for true integration in preschool curriculum, it is very important that lack of normal peer children is supplied in social technique and interaction toward a development retarded child and linguistic representation ability of a development retarded child is needed to be improved through it.