AUTHOR : 조인영, 이연우
INFORMATION : page. 93~113 / 2019 Vol.26 No.4
A purpose of this study to analyze the characteristics and effective teaching strategies to enhance the overall development of children with developmental delay by analyzing studies published from 2009 to 2019 in which interventions were implemented for such children in inclusive preschool settings. Here, 30 studies were selected in total, and they were analyzed according to participant variables, the research design, intervention setting variables, intervention strategies, assessment tools, and variables related to validity and reliability. The findings of the analysis are as follows. First, 17 studies implemented interventions with three children and 25 studies assessed the degree of developmental delay by means of a test or a specialist. Second, 22 studies used the single-subject design and 18 studies conducted intervention in an inclusive classroom setting at a daycare center. In 15 studies, the intervention conducted included teachers, and the intervention periods ranged from 16 to 20 weeks in 13 studies. Third, the most common purpose of the interventions was to improve social skills. With regard to the intervention method, 14 studies focused on activity-based natural teaching methods and eight studies utilized positive behavior support methods. Fourth, in an assessment of the interventions, ten studies conducted pre-post tests, 18 studies implemented an intervention fidelity technique, and 11 studies examined social validity. The results are, discussed and implications are suggested regarding the effective application and development of intervention programs for young children with developmental delay in an inclusive classroom setting.