본 연구는 난화 상호 이야기법을 활용한 미술치료 프로그램이 단순언어장애 아동의 언어능력 즉, 수용 및 표현언어능력과 사회적 자아개념에 미치는 효과가 있었는지 알아보기 위한 것이다. 프로그램은 2008년 4월 21일부터 4월 25일까지 사전 검사와 2008년 4월 28일부터 9월 12일까지 매주 3회씩 전체 60회기를 50분 정도의 시간으로 중재프로그램을 실시했고, 사후 검사는 2008년 9월 15일부터 2008년 9월 19일까지 실시하였다. 유지 검사는 모든 중재가 종료된 2주 후인 2008년 10월 16일부터 10월 20일까지 실시하였다. 본 연구 결과를 통해 얻은 결과는 난화 상호 이야기법을 활용한 미술치료 프로그램이 표현언어능력과 수용언어능력 향상에 효과가 있는 것으로 나타났다. 둘째, 난화 상호 이야기법을 활용한 미술치료 프로그램이 단순언어장애 아동의 사회적 자아개념 향상에 미치는 효과에 유의한 차이가 나타났다.

The purpose of this study is to see if the art therapy program using mutual scribble story making has positive effect on the receptive and expressive language, and social self-concept. For this purpose, three children with specific language impairment were selected, who were exposed to Preschool Receptive and Expressive Language Scale (PRES). As for social self-concept, the children were asked questions by the teacher who showed them pictures which were corresponding to the questions and belonged to the picture test called 'I Feel Me Fell', and they were to answer to them. The program was broken down into four periods: the first was between 1∼10 sessions, the second 11∼30sessions, the third 31∼45sessions, and the fourth 46∼60sessions. During the first period, they were provided with the program using such techniques and materials as decalcomanie, colour watering, colour breathing, roller, thread painting, paper tearing, india ink, bleaching agent, marbling, and sand paper. During the second period, both of children and teacher were respectively provided with a sheet of paper on which they scribbled their story. During the three period, they were provided with 1/4 paper on which they scribbled their story. And during the fourth period, they were provided with two of 1/4 paper. The improvement in social self-concept was tested using the test of Friedman. This test was conducted on the basis of before-the-program, in the 20th session, in the 40th session, after-the-program, and follow-up. The results showed that: First, in the language abilities, all the children had increase in their points between before-the-program and after-the-program in the abilities of receptive language and expressive language. This means that they had increase in their language ability as a whole. Second, in the social self-concept, all the children had increase in their points between before-in-the program and after-the-program. This means that they had increase in their social self-concept. Finally, this study suggests that: First, Further studies on mutual scribble story making combined with various language therapy programs need pursuing. Second, mutual scribble story making is needed to combine with the programs which take children's age into consideration and use various materials and techniques to allow the children and the teachers more easily have access to it. Third, there is still validity for mutual scribble story making to help the children with specific language impairment improve their social self-concept.

The purpose of this study is to see if the art therapy program using mutual scribble story making has positive effect on the receptive and expressive language, and social self-concept. For this purpose, three children with specific language impairment were selected, who were exposed to Preschool Receptive and Expressive Language Scale (PRES). As for social self-concept, the children were asked questions by the teacher who showed them pictures which were corresponding to the questions and belonged to the picture test called 'I Feel Me Fell', and they were to answer to them. The program was broken down into four periods: the first was between 1∼10 sessions, the second 11∼30sessions, the third 31∼45sessions, and the fourth 46∼60sessions. During the first period, they were provided with the program using such techniques and materials as decalcomanie, colour watering, colour breathing, roller, thread painting, paper tearing, india ink, bleaching agent, marbling, and sand paper. During the second period, both of children and teacher were respectively provided with a sheet of paper on which they scribbled their story. During the three period, they were provided with 1/4 paper on which they scribbled their story. And during the fourth period, they were provided with two of 1/4 paper. The improvement in social self-concept was tested using the test of Friedman. This test was conducted on the basis of before-the-program, in the 20th session, in the 40th session, after-the-program, and follow-up. The results showed that: First, in the language abilities, all the children had increase in their points between before-the-program and after-the-program in the abilities of receptive language and expressive language. This means that they had increase in their language ability as a whole. Second, in the social self-concept, all the children had increase in their points between before-in-the program and after-the-program. This means that they had increase in their social self-concept. Finally, this study suggests that: First, Further studies on mutual scribble story making combined with various language therapy programs need pursuing. Second, mutual scribble story making is needed to combine with the programs which take children's age into consideration and use various materials and techniques to allow the children and the teachers more easily have access to it. Third, there is still validity for mutual scribble story making to help the children with specific language impairment improve their social self-concept.

Mutual Scribble Story Making, Art Therapy Program, Children with Specific Language Impairment, Language Ability, Social Self-Concept