아스퍼거증후군 아동의 이야기 구성 능력 - 이야기문법과 결속표지를 중심으로 - (Measuring Narrative Discourse Ability of School-aged Children with Asperger's Syndrome in a Story-retelling Task: Story Composition and Cohesive Devices)

서지정보

· 발행기관 : 한국언어치료학회
· 수록지 정보 : 언어치료연구 / 18권 / 2호 / 65 ~ 84페이지
· 저자명 : 권유진, 배소영

초록

본 연구는 사회적 상호작용과 관련있고 논리적이고 응집력 있는 언어능력이 요구되는 이야기말하기 과제를 통해서 아스퍼거증후군 아동의 이야기 구성능력, 결속표지 사용능력을 살펴보았다. 언어 이해 일치, 이야기 회상율(%)일치하는 두 일반아동 집단과 비교한 결과 아스퍼거증후군 아동은 두 일반아동 집단에 비해 완전한 일화 수의 사용이 적었고 부적절한 명제 사용율(%)이 많았다. 결속표지 사용은 아스퍼거증후군 아동은 두 일반 아동집단과 비교했을 때 결속표지의 사용 빈도는 유사한 편이지만, 이를 부적절하게 사용하는 경우가 많았다. 이처럼, 아스퍼거증후군아동의 완전한 일화 구성의 낮은 능력, 부적절한 명제의 높은 빈도와 더불어 낮은 결속표지 사용 능력은 전체적이고 짜임새 있는 구성과 응집력 있는 언어 표현을 어려워하는 아스퍼거증후군 아동의 특징을 보여준다고 할 수 있다.

영어초록

Asperger's syndrome (AS) is an early childhood disorder characterized by autistic social deficits and subtle communication impairment. There is no history of language delay or mental retardation. Despite these diagnostic criteria, some research shows AS patients lack adequate social-emotional and communicative competence. So, as a primary means of communication, narrative represents an important communication tool. This study addresses the narrative abilities of individuals with school-aged Asperger's syndrome in Korea. Sixteen subjects with AS and 32 subjects without were asked to narrate a story from a wordless picture book. The 32 AS-free subjects were divided into two groups: one group consisted of 16 receptive-language matched subjects (language matched) and the other consisted of 16 story-recall ability matched subjects (story matched). The subjects' story-retelling productions were analyzed by two measurements: story composition and use of cohesive devices. Each measurement contained several variables. For example, the story composition measurement included variables such as the percent of story grammar recalled, completeness of the episode, composition scales, and irrelevant story expressions used. The cohesive devices measurement included variables such as the number of adequate cohesive devices used and the total percentage of cohesive devices. In all variables except the measurement of total cohesive devices, the AS subjects showed lower abilities than the two AS-free groups. This result implies that despite receptive language ability being similar between the AS and AS-free groups, the narrative ability of AS subjects is lower. In light of this research, story composition and use of cohesive devices should be of considerable importance for language assessment and intervention in school-aged children with Asperger's syndrome.

참고자료

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