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@article{ART001884743},
author={Park Kyung Ran and Park, Mee-Jung},
title={The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2014},
volume={15},
number={2},
pages={231-257}

TY - JOUR
AU - Park Kyung Ran
AU - Park, Mee-Jung
TI - The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2014
VL - 15
IS - 2
PB - Research Institute of the Korea Special Education
SP - 231
EP - 257
SN - 1598-060X
AB - The study focused on the effect of school-home comprehensive developmentprogram on a change of communication attitudes of mothers of each of thethree deaf children with severe and multiple disabilities. The study applieda research plan of multiple probe design across subjects. As per a modelingof a researcher, the mothers conducted the school-home comprehensivedevelopment program in their daily routines at home. The researcher recordedthe scenes of interaction between the children and the mothers two timesper week to analyze the changes in the mothers’ communication attitudesin perspectives of ‘eye contacting’, ‘immediately responding’, ‘controllingvoice tones’ and ‘waiting’. As a result, the program proved to be positivein affecting ‘eye contacting’, ‘immediately responding’, and ‘controllingvoice tones’, but not ‘waiting’. This result states that the school-homecomprehensive development program is effective in improving communicationattitudes of the mothers.
KW - deaf children with severe and multiple disabilities;school-home comprehensive development program;communication attitude
DO -
UR -
ER -

Park Kyung Ran and Park, Mee-Jung. (2014). The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities. Journal of Special Education: Theory and Practice, 15(2), 231-257.

Park Kyung Ran and Park, Mee-Jung. 2014, "The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities", Journal of Special Education: Theory and Practice, vol.15, no.2 pp.231-257.

Park Kyung Ran, Park, Mee-Jung "The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities" Journal of Special Education: Theory and Practice 15.2 pp.231-257 (2014) : 231.

Park Kyung Ran, Park, Mee-Jung. The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities. 2014; 15(2), 231-257.

Park Kyung Ran and Park, Mee-Jung. "The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities" Journal of Special Education: Theory and Practice 15, no.2 (2014) : 231-257.

Park Kyung Ran; Park, Mee-Jung. The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities. Journal of Special Education: Theory and Practice, 15(2), 231-257.

Park Kyung Ran; Park, Mee-Jung. The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities. Journal of Special Education: Theory and Practice. 2014; 15(2) 231-257.

Park Kyung Ran, Park, Mee-Jung. The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities. 2014; 15(2), 231-257.

Park Kyung Ran and Park, Mee-Jung. "The Effect of School-Home Comprehensive Development Program on a Change of Communication Attitude of Mother of Deaf Child with Severe and Multiple Disabilities" Journal of Special Education: Theory and Practice 15, no.2 (2014) : 231-257.