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The study was conducted to understand how the social support levels perceived by mothers of children with cerebral palsy differ across the characteristics of both the children and their mother, and to find out the relationship between social support and depression. For this, 202 mothers of children with cerebral palsy participated in the survey. According to the analysis of the data surveyed, the instrumental support score was significantly the highest among social support sub-domains perceived by the mother. There were significant differences in social support depending on the age of the mother and the gross motor functions of the children with cerebral palsy. The multivariate regression analysis to examine the relationship between social support and depression level shows that emotional support might decrease a mother’s depression level. Based on these results, we suggest that the degree of the child’s disabilities and the age of the mother is required in determining the level of social support, and that support strategies, such as emotional support, will be needed to reduce the level of depression in mothers of children with cerebral palsy.

Background & Objectives: The purpose of this study is to examine the effect of communication intervention on students with severe and multiple disabilities using single-subject design research. Method: This study analyzed nine single-subject design studies that were published in Korea Citation Index-listed journals(including candidate journals). In order to calculate the effect sizes of the communication intervention, this study derived Tau U scores presented as one of the methods to calculate the effect sizes of single-subject design research. After measuring Tau U scores according to the variables of individual studies, this study used Kruskal-Wallis test and Mann-Whitney U test to compare and analyze the effect sizes according to moderating variables in dependent variables, demographic characteristics (the types of disability, genders, ages, and school levels), and research characteristics (research designs, intervention environments, intervention period, treatment fidelity). Results: According to the results of calculating Tau U as effect sizes in order to examine the effect of communication intervention on desirable behaviors and problem behaviors in students with severe and multiple disabilities, in a total of 9 analysis papers, Tau U as the effect size on desirable behaviors (the number of analyses = 156) to be expected that the effect size of dependent variables would be positive was 0.93, whereas Tau U as the effect size on problem behaviors (the number of analyses = 33) to be expected that the effect size of dependent variables would be negative was -0.87. Conclusion: Thus, it was confirmed that the effects of intervention on desirable behaviors and problem behaviors were very effective overall in the papers that were analyzed. There were mostly high effect sizes according to diverse intervention variables in the studies on communication intervention of students with severe and multiple disabilities. Also, according to the results of the analysis of thediverse moderating variables, there were significant differences in the types of disabilities reported. Lastly, this study discussed the direction for future studies on communication intervention on students with severe and multiple disabilities.