학술논문
초기 영유아 언어 발달 평가에서 부모보고식평가와 직접평가 간의 비교 연구 / Comparison of Parent Report and Direct Assessment in Early Infant Language Development Assessment
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
초기 영유아의 언어발달은 다른 시기에 비해 발달 속도가 빠르며 언어발달의 매우 중요한 시기이기 때문에 이 시기에 실시하는 언어평가 또한 중요성을 가진다. 초기 영유아의 언어발달은 다양한 접근방법의 언어평가를 통해서 장애 혹은 장애 가능성이 있는 영유아를 조기에 발견하고 중재할 수 있다. 초기영유아를 평가하는 방법에는 대표적으로 부모가 체크리스트를 작성하는 부모보고식 평가와 평가자가 직접 실시하는 직접평가로 나뉜다. 그러나 이 두 가지 평가방식에서는 각각의 장단점을 가지고 있으나 특히 초기영유아에게 가장 많이 실시하는 평가방식인 부모보고식 평가에서는 부모가 과대평가하는 결과를 보이므로 신뢰도가 부족한 것이 단점으로 꼽힌다. 이러한 초기 영유아 평가 중 국내에서 가장 많이 사용되는 평가도구 간의 신뢰도를 알아보기 위해 초기 영유아를 대상으로 부모보고식 평가와 직접평가를 실시하여 평가결과를 비교하였다. 본 연구에서는 초기 영유아 언어평가에서 부모보고식평가(SELSI)와 직접평가(PRES) 간의 상관관계가 있는지 알아보고 개별항목수준에서 두 평가의 결과가 일치하는지 알아보는 데 목적이 있다. 연구 대상은 부산․경상․전라 지역에 거주하는 24개월에서 35개월의 전형적인 발달 영유아 45명과 그 영유아의 주 양육자 45명이었다. 연구 도구는 부모보고식평가(SELSI)와 직접평가(PRES)로 두 가지 평가를 모두 실시하여 자료를 수집하였다. 초기 영유아 언어평가에서 부모보고식평가와 직접평가 간의 상관 관계를 분석하기 위해서 Pearson 상관분석을 실시하였으며 개별문항수준에서 두 평가 결과가 일치하는지 알아보기 위하여 결과를 일치와 불일치로 나누어서 백분율로 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모보고식평가와 직접평가에서 수용언어 전체 및 하위영역의 상관관계를 분석한 결과, PRES 화용영역을 제외한 모든 영역에서 높은 상관이 나타났다. 이 때 PRES 화용영역은 평가 영유아의 연령을 고려하였을 때 포함되는 영역이 존재하지 않아서 이와 같은 결과가 나왔다. 표현언어 전체 및 하위영역의 상관관계를 분석한 결과 모든 영역에서 높은 상관이 나타났다. 그리고 개별문항수준에서 두 평가의 일치를 분석한 결과에 따르면 일치하는 영역이 불일치 영역보다 많은 비율을 차지하였다. 일치하는 영역의 대부분은 언어연령이 낮은 즉, 기본적인 능력을 평가하는 항목에서의 일치율이 높은 것으로 나타났다. 불일치하는 영역에서는 언어 연령이 높은 즉, 더 발전된 이해 또는 표현 능력을 평가하는 항목의 경우 부모보고식평가와 직접평가 간의 의견에 차이가 많이 나타났다. 언어의 영역간의 일치율을 분석한 결과 수용언어보다는 표현언어에서 일치율이 높았으나 하위 영역간에는 큰 차이가 없었다. 본 연구의 결론은 초기영유아 언어평가의 부모보고식 평가의 신뢰도는 높은 편이며 이는 부모가 영유아 평가 시 신뢰할만한 보고자임을 나타낸다. 그러나 어려운 문항에서는 부모의 과대보고가 나타나므로 부모보고식평가와 직접평가 모두 사용하여야 영유아 평가 결과를 올바르게 완성할 수 있을 것이다.
The language assessment conducted during the early childhood is also important because language development is faster than other times and is a very important time for language development. The language development of early infants can be mediated by early detection of and early intervention of infants with disabilities or potential disabilities through the language assessment of various approaches. Methods for evaluating early infants are typically divided into parent reporting assessments where parents prepare checklists and direct assessments by evaluators. However, although these two assessment methods have their respective strengths and weaknesses, the parents’ assessment, which is the most common assessment method for early infants, results in over-assessment by parents, and hence lack of credibility is considered a drawback. In order to find out the reliability among the most commonly used assessment tools in Korea among these early stages of infant assessment, the assessment results were compared by performing a parent-reporting test and a direct assessment of the initial infant. The purpose of this study is to find out if there is a correlation between the parent-reportable (SELSI) and the direct assessment (PRES) in early-stage infant language assessments and to see if the results of the two assessments are consistent at the individual item level. Subject to the study were 45 typical developmental infants of 24 to 35 months living in the Busan, Gyeongsang and Jeolla provinces and 45 main caregivers of the infants. The research tools were collected by performing both assessments with the parent reporting assessment (SELSI) and the direct assessment (PRES). Pearson correlation analysis was conducted to analyze the correlation between parent-reporting and direct assessment in early-stage infant language assessments and the results were analyzed in percentages by dividing them into matches and inconsistencies at the individual question level. The results of this study are as follows. First, an analysis of the correlation between the whole and the sub-area of the receptor language in the parent-reporting and the direct assessment revealed a high correlation in all areas except the PRES area. The result was that the PRES use area did not exist when the age of the assessed infant was taken into account. An analysis of the correlation between the entire and sub-area of the expression language revealed a high correlation in all areas. In addition, the results of an analysis of the matches between the two assessments at the individual question level showed that the areas that matched accounted for more than the areas of mismatch. Most of the areas that match were found to have a high rate of matching in items that evaluate basic abilities, which is low language age. In areas of mismatch, there were many differences between parent-reporting and direct-assessments for items with a higher language age, i.e. assessing more advanced comprehension or expressive abilities. An analysis of the coherence rates among the regions of language showed that the coherence rates were higher in the language of expression than in the language of acceptance, but there was no significant difference between the sub-regions. The conclusion of this study is that the parent-reportation assessment of early infant language assessment is highly reliable, indicating that the parent is a reliable reporter for the infant assessment. However, because parents report too much on difficult questions, both parent-reporting and direct assessment will be necessary to complete the infant assessment results correctly.
The language assessment conducted during the early childhood is also important because language development is faster than other times and is a very important time for language development. The language development of early infants can be mediated by early detection of and early intervention of infants with disabilities or potential disabilities through the language assessment of various approaches. Methods for evaluating early infants are typically divided into parent reporting assessments where parents prepare checklists and direct assessments by evaluators. However, although these two assessment methods have their respective strengths and weaknesses, the parents’ assessment, which is the most common assessment method for early infants, results in over-assessment by parents, and hence lack of credibility is considered a drawback. In order to find out the reliability among the most commonly used assessment tools in Korea among these early stages of infant assessment, the assessment results were compared by performing a parent-reporting test and a direct assessment of the initial infant. The purpose of this study is to find out if there is a correlation between the parent-reportable (SELSI) and the direct assessment (PRES) in early-stage infant language assessments and to see if the results of the two assessments are consistent at the individual item level. Subject to the study were 45 typical developmental infants of 24 to 35 months living in the Busan, Gyeongsang and Jeolla provinces and 45 main caregivers of the infants. The research tools were collected by performing both assessments with the parent reporting assessment (SELSI) and the direct assessment (PRES). Pearson correlation analysis was conducted to analyze the correlation between parent-reporting and direct assessment in early-stage infant language assessments and the results were analyzed in percentages by dividing them into matches and inconsistencies at the individual question level. The results of this study are as follows. First, an analysis of the correlation between the whole and the sub-area of the receptor language in the parent-reporting and the direct assessment revealed a high correlation in all areas except the PRES area. The result was that the PRES use area did not exist when the age of the assessed infant was taken into account. An analysis of the correlation between the entire and sub-area of the expression language revealed a high correlation in all areas. In addition, the results of an analysis of the matches between the two assessments at the individual question level showed that the areas that matched accounted for more than the areas of mismatch. Most of the areas that match were found to have a high rate of matching in items that evaluate basic abilities, which is low language age. In areas of mismatch, there were many differences between parent-reporting and direct-assessments for items with a higher language age, i.e. assessing more advanced comprehension or expressive abilities. An analysis of the coherence rates among the regions of language showed that the coherence rates were higher in the language of expression than in the language of acceptance, but there was no significant difference between the sub-regions. The conclusion of this study is that the parent-reportation assessment of early infant language assessment is highly reliable, indicating that the parent is a reliable reporter for the infant assessment. However, because parents report too much on difficult questions, both parent-reporting and direct assessment will be necessary to complete the infant assessment results correctly.