이점조 Jeom-jo Lee , 김영근 Young-gun Kim , 여광응 Kwang-eung Yeo

DOI: Vol.10(No.1) 1-21, 2006

The purpose of this study is to show how it affects class participation and S/B of children with autistic disorder when they participate in the activity with rhythm section. The study was conducted throughout 15 weeks(total 34 times) and for the study of children reaction to the activity with rhythm section, a group is composed of three children with autistic disorder attending a school for disabled children. We studied occurrence rate of each child`s class participation and S/B every 10minute. Multiple baseline design was used for the study. The result of the study showed that children with autistic disorder become more active in participating the class when an activity with rhythm section was performed, compared to when no activity was done, while S/B was efficiently reduce. Following this, we can see that if different activity using the factors including rhythm such as melody, harmony, tempo, etc are organised and properly applied to different children with autistic, the activities will bring improvement in their behaviors.

리듬악기 놀이활동, 자폐성아동, 학습참여행동, 상동행동, activity with rhythm section, autism disorder, stereotypic behavior, class participation behavior

황성아 Sung-a Hwang , 권주석 Ju-seak Kwon

DOI: Vol.10(No.1) 23-38, 2006

Sentence problems in math relate not only to comprehension and calculation ability but also to reasoning power. For retarded children, sentence problems are something to give up and escape. In such cases, the goals of educating mathematics, development of arithmetic thinking and problem-solving ability, is confronted with difficulties. Accordingly, retarded children with basic calculation ability need to be taught about problem-solving ability. So, we can see the sentence problems as a field where problem-solving ability are synthetically required, and the goals of math education can be carried out. In this study, 12 retarded students were selected as experimental group, and the other 12 were selected as control group to apply the strategic program of solving mathematics and sentence problems. All of them were 2nd grade elementary school students. To make students develop problem-solving power, this study focused on the understanding process of problem. Then, to make retarded students better problem-solvers, this study made them concentrate on reading math related problems, and learning language skills. Through the process, this study tried to figure out what such activities have influence on the problem-solving ability, and sought to find effective teaching ways on sentence problem. The result of this study was as follows: some level of development in solving ability was seen in the experimental group's students. However, as current math class has weak influential power, and sentence problem is not given a great deal of weight on actual class and estimation, it needs to be more careful on the absolute influence of the application of this program.

문제해결능력, 수학문장제지도, 수학학습부진아, problem-solving ability, understanding process of problem, sentence problem

김영희 Young-hee Kim , 백욱현 Wook-hyun Back

DOI: Vol.10(No.1) 39-53, 2006

The purpose of this study is to conform which Group Art Therapy(GAT) program have influences on the improvement of the self expression and sociality or not. For answering these questions, theories of GAT, self-expression, and sociality were investigated, and hypotheses were set up: The experimental group received GAT program have significantly higher gain score than control group have. Self Expression Inventory and Sociality Inventory were used to measure the dependent variables. GAT program modified and adjusted for middle school students was used for the independent variable. The data were analysed through t test (repeated measurement) with SPSS/WIN 10.0. The results of these tests are as follows: First, GAT program have positive influences on the improvement of the self expression. Students who took part in the program used the various material and made a invention, so they had the feeling of achievement and self-confidence. This was why they had the better self-expression. In addition, students showed the improvement on subvariables of self-expression ― contents spoken, vocal, nonlanguage. Second, GAT program have positive influence on improvement of sociality. During group activities, students showed concern and regard to other students. They also asked help and agreement to their members. They respected and supported other members, too. The program of GAT program improve all the subvariables of sociality ― cooperation, law-abiding, sociality, and independence. In conclusion, GAT program have positive influences on the self-expression and socialities in middle school students.

미술치료, 집단미술치료 프로그램, 자기표현력, 사회성, group art therapy, self-expression, sociality

김영숙 Young-suk Kim

DOI: Vol.10(No.1) 56-73, 2006

As established by the Infant Nursery Act in 1991 and enforcement ordinance of careservice for children with disabilities by the Minister of Health Welfare in 1994, the careservice for children with disabilities has quantitative and qualitative improvement in Korea. Especially as the free of the carecharge for children with disabilities was enforced in 2004, careservice and carecenter for children with disabilities was extended. However, we have still problems the discriminatory of the careservice charges or the designation of carecenter aspect of qualities. The final goal of childcare service for children with disabilities is to achieve the welfare for children with disabilities. Government, Society, and Individuals should make efforts to provide the qualified childcare service. So, it is need to check the present situation and the countermeasures for the qualities development and the improvement.

장애아보육, 장애아보육지원, 장애아전담시설, 장애아통합시설, careservice, carecenter for children with disabilities, inclusioncenter for children with disabilities

신현심 Hyun-shim Shin , 정종진 Jong-jin Jeong

DOI: Vol.10(No.1) 73-87, 2006

The purpose of this study was to investigate the effects of cognitive-behavioral study stress coping training on the reduction of elementary school students' study stress and test anxiety. The subject of this study was 32 students of the 6th grade in M Elementary School, who were divided into the experimental group(N=16) and the control group(N=16). The research hypotheses were as follows : 1-1 The scores on study stress of the experimental group receiving the cognitive-behavioral study stress coping training will be lower than those of the control group. 1-2 Within the experimental group, the scores on study stress will be lower after receiving the cognitive-behavioral study stress coping training than before it. 2-1 The scores on test anxiety of the experimental group receiving the cognitive-behavioral study stress coping training will be lower than those of the control group. 2-2 Within the experiment group, the scores on test anxiety will be lower after receiving the cognitive-behavioral study stress coping training than before it. In order to test these hypotheses, Independent t-tests and Paired t-tests were executed. The results of this study were as follows : First, the scores on study stress of the experimental group students receiving the cognitive-behavioral study stress coping training turned out to be lower than those of the control group. Second, within the experimental group, the scores on study stress turned out to be lower after receiving the cognitive-behavioral study stress coping training than before it. Third, the scores on test anxiety of the experimental group students receiving the cognitive-behavioral study stress coping training turned out to be lower than those of the control group. Fourth, within the experimental group, the scores on test anxiety turned out to be lower after receiving the cognitive-behavioral study stress coping training than before it. These results show that the cognitive-behavioral study stress coping training had effects on the reduction of elementary school students' study stress and test anxiety. And they also imply the necessity of further studies in a middle school or a high school.

인지-행동적 접근, 대처훈련, 학업스트레스, 시험불안, Cognitive-Behavioral Approach, Coping Training, Study Stress, Test Anxiety

천영기 Young-gi Cheon , 김진희 Jin-hee Kim

DOI: Vol.10(No.1) 89-100, 2006

The purpose of this study was to examine differences between elementary regular teachers and special class teachers about the actual application of Korean traditional play. For this purpose, questionnaires were distributed to 100 regular education teachers and 100 special education teachers in elementary schools. The collected data were calculated by frequency and percentage and were analyzed by x² and t-test. The results of this study were as follows; First, both groups of teachers were low on the variety of play, frequency of actual applications. In addition, special education teachers showed lower application rate and less planning effort than regular education teachers. Second, both groups of teaches showed strong desire to participate in various in-service training for traditional play and wanted to have instructional materials for traditional plays. It was suggested that frequency of education activities using traditional plays should be increased at schools, and that programs which can be adapted in the fields and developmental conditions of children with special needs should be developed.

전래놀이, 초등학교, 일반교사, 특수교사, Korean traditional play, elementary school, regular education teachers, special education teachers

이정현 Jung-hyun Lee , 추연구 Youn-gu Chu

DOI: Vol.10(No.1) 101-114, 2006

The purpose of this study is to find out the response characteristics of visual perception(GVP: General Visual Perception and MRP: Motor-Reduced Visual Perception) and VMI(Visual-Motor Integration) according to impulsivity cognitive style of children with developmental disabilities. And the study will offer basic data for making a contribution to the minimum and maximum of individual difference of children with developmental disabilities. The subject of this study was selected 100 elementary and middle students with developmental disabilities who attend special school for the mentally retarded, in Gyeonggi, Daegu, who are received K-DTVP-2 test. The instrument of this study was employed to K-DTVP-2 which be Korea standardization the DTVP-2 which be revised version by Donald D. Hammill, Nils A. Pearson, and Judith K. Voress. Other instrument of this study was employed to the F-type be Korea standardization among MFFT test developed by Kagna, in order to test impulsivity cognitive style. The conclusion drawn from results of this study are as follows; First, there were statistical significant differences in GVP and Eye-Hand Coordination, Position in Space, Figure-Ground among 8 sub-test. Children with developmental disabilities that showed low impulsivity cognitive style received high mark in GVP and Eye-Hand Coordination, Position in Space, Figure-Ground. Therefore, the results of this study showed that GVP and Eye-Hand Coordination, Position in Space, Figure-Ground were influenced according to either impulsivity cognitive style low or high. Second, there were statistical significant differences in MRP and Position in Space, Figure-Ground among sub-test. That is, children with developmental disabilities that showed low impulsivity cognitive style received high mark in MRP and Position in Space, and Figure-Ground. Therefore, the results of this study showed that MRP and Position in Space and Figure-Ground were influenced according to either impulsivity cognitive style low or high. Third, there were statistical significant differences in only Eye-Hand Coordination in responsive characteristic of VMI and 4 sub-test according to either impulsivity cognitive style low or high. there were no significant differences in Spatial Relations like Eye-Hand Coordination according to either impulsivity cognitive style low or high. The reasons is that children with developmental disabilities have an many difficulty in Spatial Relations regardless of either impulsivity cognitive style low or high because Spatial Relations test required ability to perception of each position of both or above and mutual position, and ability to perception of position of self and objects, while there were significant differences in Eye-Hand Coordination according to either impulsivity cognitive style low or high, The reasons that there were no significant differences in VMI, Copying, and Visual-Motor Speed is that children with developmental disabilities who showed impulsivity cognitive style are willing to escape rapidly from the situation due to short of assertion to solve problems and have a difficulty in unfamiliar problems, therefore there were no significant differences.

충동적 인지양식, 시지각발달검사, 일반 시지각, 운동-감소 시지각, 시각-운동통합, impulsivity cognitive style, K-DTVP-2, GVP(General Visual Perception), MRP(Motor-Reduced Visual Perception), VMI(Visual-Motor Integration)

권영화 Young-wha Kwon

DOI: Vol.10(No.1) 115-137, 2006

The purpose of this study is to investigate whether mother's distancing-teaching strategy and controlling-teaching strategy can catalyze task performance of the mentally retarded children, and to derive some implications for their task performance from this investigation. 30 children, aged 5 to 7, and 20 mothers were solicited from 2 day-care centers and 9 kindergartens in Taegu, Korea. In this experiment, 20 dyads, coupled with a mother and a child, were placed as the experimental groups and 10 children were placed as the control groups. According to the contents of strategy, 2 experimental groups, the distancing-teaching strategy group(GA) and the controlling-teaching strategy group(GB) were set. Participants in this study were asked to complete two tasks: a familiar task, and an unfamiliar task. Mothers of the Group A were trained to use distancing-teaching strategies such as the information-giving, verbalization of plans and activities, conceptual questions, and responsibility transference during the collaboration with children. Mothers of the Group B were trained to use controlling-teaching strategies such as commands, directives, direct corrections and perceptual questions during the collaboration with children. The Group C was the control group composed of children without their mothers' assistance, but they were administered the pre-post tests. The task performance strategy and score were examined before and after the children's independent task performance. The main findings of this study are as followed: First, in the number of utterances and the level of private speech during independent task performance, the children in Group A were significantly enhanced compared with Group B and C. Also, the mothers' distancing-teaching strategy positively affected acquiring higher level of task performance strategy and resulted in higher score. Second, the mothers' distancing-teaching strategy increased the utterance of high level private speech. The high level private speech was highly correlated to task performance strategy and score; however, the utterance of private speech and task performance did not show significant correlation. In sum, the mothers' teaching strategy influences the children's task performance. Compared to controlling-teaching strategy, the mothers' distancing-teaching strategy allows the children to develope their task performance capability and strategy through private speech. Therefore, the children's private speech leads to the development of an effective task performance strategy and self-regulation capability.

발달지체유아, 거리두기 교수전략, 통제적 교수전략, 전략적 사고, 자기-조정, disancing-teaching strategy, controlling-teaching strategy, self-regulation capability

정미영 Mi-young Chung , 최은영 Eun-yeong Choi

DOI: Vol.10(No.1) 139-154, 2006

This study is to find out the effects of group art treatment in order to lessen parenting stress of mothers of handicapped children using reality therapy. The specific purposes of the study are as follows; First, is to reveal effect of group art treatment using reality therapy on total parenting stress of mothers of handicapped children. Second, is to clarify effect of group art treatment using reality therapy on sub-factors of parenting stress index of mothers of handicapped children. To achieve the purposes, the study are selected 25 mothers of handicapped children who attend Saturday Class of S Welfare Center in Daegu City, who were tested parenting stress index, and gained over 90 mark out of 180. 20 mothers out of them finally selected by age, educational background, income, age of child, type and level of disabilities, and parenting stress index through pre-test, who are random placement each 10 as experimental group and control. Experimental group 10 were adapted to group art therapy, for total 10 sessions, an interval of 100 minute, once a week during September 5, 2005 - November 12 2005, who were tested pre-post parenting stress index, while control group 10 were not adapted to any treatment, who were tested the same that of experimental group program pre-post.

현실요법, 집단미술치료, 양육스트레스, reality therapy, group art therapy, parenting stress