2024, Vol.25, No.3

Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96

pISSN : 1598-060X / eISSN : 2734-0090
https://journal.kci.go.kr/jsped

[Purpose] This study aims to investigate the experiences, difficulties, and needs of speech-language pathologists (SLPs) in providing language intervention for deaf or hard of hearing (DHH) children. [Method] A focus group interview (FGI) was conducted with six SLPs who specialize in language intervention for children with DHH. [Results] First, the reasons for the involvement of SLPs in the intervention of DHH children included academic interests, serendipitous encounters, and double majors in speech-language pathology and audiology. The unique characteristics of intervention for DHH children involved sessions accompanied by caregivers, therapy room modifications reflecting DHH needs, and essential knowledge of audiology. SLPs emphasized that language intervention for DHH children must consider the child's age, degree of hearing loss, and type of hearing loss, necessitating that SLPs possess audiological knowledge. Second, the challenges faced in language intervention for DHH children included difficulties related to the specific characteristics of DHH, low awareness of DHH among caregivers, challenges in developing specialized expertise in DHH, and difficulties in collaborative approaches between SLPs and school teachers. Third, to enhance the success of language intervention for DHH children, it is crucial to improve awareness of DHH, strengthen sign language education, expand in-service training to boost expertise in DHH language intervention, establish a systematic DHH education system, and foster cooperation among experts, alongside sharing information relevant to language intervention for DHH children. [Conclusion] This study is unique in its qualitative approach to examining SLPs working with DHH children and significant in its analysis of practical implications for the successful language intervention of DHH children.

[Purpose] Gestures represent a primary form of non-verbal communication from infancy through adulthood. In school-aged children, gestures typically accompany verbal expressions, necessitating a combined analysis of speech and gestures, This study aims to explore differences in types of co-speech gestures and their informational relationships between high-functioning autism spectrum disorder(HFA) and their typically developing peers(TD). [Method] Seven children with HFA and seven age-matched TD children, all enrolled in elementary school, participated in this study. Participants were tasked with watching a cartoon and subsequently retelling the story. Their gestures, accompanied their narratives, were meticulously transcribed and analyzed. The frequency of subtypes in typical co-speech gestures and the relationships between speech and gesture information were statistically examined using nonparametric tests. Correlations between different gesture subtypes were also analyzed. [Results] The analysis revealed no significant differences between the groups in terms of iconic and beat gestures. However, significant discrepancies were observed in the use of deictic gestures, with the HFA group displaying notably lower frequencies. Regarding the informational relationship between speech and gestures, the HFA group outperformed in redundant relationships, while TD children showed superior performance in disambiguate relationships. [Conclusion] The low usage of deictic gestures by children with HFA underscores potential challenges in symbolic cognitive development. These findings support the integration of gestures to enrich speech content, advocating for their inclusion in targeted intervention strategies aimed at enhancing social communication skills among children with HFA.

[Purpose] This study aimed to investigate the changes in perception and their meaning among caregivers who participated in the caregiver coaching-home-based positive behavior support program. [Method] To this end, three caregivers, whose children with disabilities attended a private integrated daycare center in U City, Gyeonggi Province, were selected as research participants. Individual interviews were conducted during the introductory stage of each program session. Data collection involved multifaceted data collection, including intervention data and individual interview data used in the program, and the collected data were organized according to the inductive content analysis procedure. As a result of the data analysis, two upper categories, nine lower categories, and 18 main contents were derived. [Results] The results of the study are as follows. First, the research participants experienced awareness and changes in parenting efficacy and quality of life by participating in the home-based positive behavior support program through caregiver coaching. Second, in terms of parenting efficacy, the research participants recognized their roles as communicators, educators, caregivers, and positive behavior supporters, and made efforts to change. Third, in terms of quality of life, the research participants showed awareness and changes over time, such as difficulties, confrontations, challenges, achievements, and changes. [Conclusion] This study can be used as basic data for establishing implementation plans for effective caregiver coaching by finding out the experiences and meanings of caregivers who participated in the caregiver coaching-home-based positive behavior support program.