인지-행동훈련방법의 하나인 자기지시훈련기법은 장애아동에게 실제적인 행동과제에 사용되는 구체적인 자기지시전략을 행동주의 기법들과 함께 제공할 수 있기 때문에, 학교를 졸업하고 성인생활로 적응하는 전환과정에 있는 장애아들에게 효과적인 훈련기법으로 사용될 수 있어 전환교육이 대두됨에 따라 일반화를 높일 수 있는 훈련프로그램으로 더욱 관심을 받게 되었다. 따라서 먼저 인지-행동훈련방법에 대한 이론적 배경을 살펴보고, 전환교육과정에 있는 정신지체아를 대상으로 자기지시훈련을 사용한 선행연구들을 분석하여 전환교육의 관점에서 자기지시훈련기법의 효과를 고찰하였다.
A cognitive-behavioral approach integrates two main perspectives of human behavior, behavioral and cognitive theories. By incorporating both cognitive and behavior training strategies, the cognitive-behavioral training approach has been effective at increasing not only skill acquisition, but also generalization of treatment effects. Evidence of the effectiveness of the cognitive-behavioral training approach for individuals with disabilities is examined through: (a) an overview of the theoretical foundations of the cognitive-behavioral approach to intervention and (b) a literature review of intervention studies that have investigated the effects of self-instructional training, which is a cognitive-behavioral approach, for individuals with mental retardation and/or developmental disabilities. Theoretical assumptions of the cognitive-behavioral training approach and characteristics of self-instructional training are also presented. Next, a literature review of selfinstructional studies is described, focusing primary on self-instructional training components and generalization effects of self-instruction. Finally, this paper concludes by presenting a discussion of research findings and recommendation for future research.
