조용태 Cho Yong Tae

DOI: Vol.10(No.2) 5-26, 2006

This study was reviewed of related research and literature about parent education of children with developmental disabilities. The questions of the study were as follows. First, what effects of a child with developmental disabilities on parents and the family? Second, what significances on parent education for parent of a child with developmental disabilities? Third, what parent education content and method on parent education for parent of a child with developmental disabilities? Finally, what problems on parent education for parent of a child with developmental disabilities? The results of the study were as follows: First, parent education for parent of a child with developmental disabilities have that acquired psychological adaptation and child caring skill of parent; improved knowledges and abilities of parent about maximizing the effects of intervention and education for child with developmental disabilities; prevented the secondary problems of child with developmental disabilities. Second, contents of parent education were founded that psychological well-being and strengthen the family's function, methods treat the problem behaviors of child, community activities of child, and post-secondary school activities of child. Third, methods of parent education were interview, individual counseling, and lecture. Fifth, problems of parent education were needed various methods of parent education, individualized program meet unique need of individual family, content and method for entire family, and education for father.

발달장애아동, 부모교육, child with developmental disabilities, parent education

임호찬 Lim Ho Chan , 최중길 Choi Jung Gil

DOI: Vol.10(No.2) 27-42, 2006

This study was focused to develop the autistic child's gestalt cognitive abilities through the therapeutic art education. For developing the cognitive functions, total 54 sessions was consisted of using the various art mediums according to the cognitive level of the client, which was suggested by the Anderson et al. This program had strong point to experience the various perception, to underline the child's modeling and to offer the relaxation during the art work. The effect examined by the comparison of the pre/post-test on the BGT and K-Raven, and the degree of completion at art work. There was increasing on the performance of the BGT score, which means the error score reduced by 13. Second, the child finished the K-Raven test and showed 8% performance level even this test was impossible due to the short of attention capacity at first. Third, the level of gestalt perception and form drawing was increased effectively. These results suggested the therapeutic art education program was effective to develop the autistic child's perceptual-cognitive capacities.

자폐, 형태인지능력, 미술치료교육, BGT, K-Raven, Autism, gestalt cognitive capacity, therapeutic art education

진영기 Jin Young Gi , 권주석 Kwon Ju Seak

DOI: Vol.10(No.2) 43-58, 2006

The purpose in this study were to analyse the effects of musical expressive activities program on maladaptive behavior for young people with mental retardation who attended a special class at high school. This program was presented to their 30 times per 50 minute. The subjects were 9 young people with mental retardation, and the instrument used to measure their maladaptive behaviors were construct to aggressive behaviors, rebellious behaviors and withdrawal behaviors. The results of this study were as follows. First, the musical expressive activities program was effective to lessen maladaptive behaviors for young people with mental retardation. Specially, it was more effective to lessen of rebellious behaviors and withdrawal behaviors for them. And it was more effective program for students with various factors of maladaptive behavior. Also, to play musical instrument was effective to lessen maladaptive behaviors for young people with mental retardation. To unfold musical activities in a more systematic manner, there should be a separate space for music therapy in special school, and special school teachers should get training in musical treatment or participate in workshop.

음악표현활동, 정신지체학생, 부적응행동, musical expressive activities program, maladjusted behavior, students with mental retardation

민천식 Min Chun Sik , 박영란 Park Young Lan

DOI: Vol.10(No.2) 59-77, 2006

This is a single-subject experimental study to examine the effect of linguistic learning through children-songs on the vocabulary ability for children with intellectual disabilities. In the experiment, receptive vocabulary and expressive vocabulary of children with intellectual disabilities were used as dependent variables. The subjects of this study were 3 children with intellectual disabilities in the special class of K Elementary School in Daegu, and the experiment adopted single-subject pretest-posttest design. The program used in this research was composed of 14 rhymes for lowgrade elementary school students, and the experiment was carried out for 6 weeks from the 13th of March to the 21st of April 2006, 3 sessions per week, a total of 16 sessions, and 40 minutes per session. The assessment tool was composed of 96 words essential for children with intellectual disabilities, which was prepared referring to Choi Byeong-sang’s (2000) vocabulary test, Choi Seong-gyu’s (1999) basic vocabulary analysis for teaching disabled children, and Korean language textbook 1 and 2 for the basic curriculum of special schools. The intellectually disabled children’s receptive vocabulary and expressive vocabulary were tested before and after the application of the program, and the number of words responded to by the children were presented in tables and graphs. Change in vocabulary was observed in each session and analyzed qualitatively. Conclusions drawn from the results of this study were as follows. First, linguistic learning through children-songs was effective in improving receptive vocabulary of children with intellectual disabilities. All of the subject children showed improvement in their understanding of nouns, verbs and adjectives related to animals, plants, general objects, home instruments, family life, social life and leisure life. This suggests that the program is effective in improving receptive vocabulary of children with intellectual disabilities. Second, linguistic learning through children-songs was effective in improving expressive vocabulary of children with intellectual disabilities. All of the subject children showed improvement in their expression using nouns, verbs and adjectives related to animals, plants, general objects, home instruments, family life, social life and leisure life. This suggests that the program is effective in improving expressive vocabulary of children with intellectual disabilities..

동요, 연상 그림카드, 언어학습, 정신지체, 수용 어휘력, 표현 어휘력, Children-Songs, linguistic learning, receptive vocabulary, expressive vocabulary

김미은 Kim Mi Eun , 추연구 Chu Youn Gu

DOI: Vol.10(No.2) 79-98, 2006

The purpose of this study was to examine the effects of a decision-making education program on the self-concept and self-determination skills of students with developmental disabilities in an attempt to assist them to improve their own decision-making skills and attain self- realization in pursuit of a better quality of life. The subjects in this study were 30 selected students with developmental disabilities who were enrolled in special classes in the city of B. The students expressed themselves improperly, had to be helped by others in making a choice or were passive when they were engaged in after-school activities. A decision-making education program was selected as an independent variable that might have a positive impact on the self-concept and self-determination skills of the students with developmental disabilities, and that program was conducted to see if there were any gaps between an experimental group and a control group. For data handling, statistical data on mean and standard deviation in both pretest and posttest were obtained, and t-test was employed. The findings of the study were as follows; After the decision-making education program was provided, the experimental group excelled the control group in general adequacy, peer-relationship self-concept, teacher/school-related self-concept, academic self-concept and physical self-concept. That program turned out to be effective in boosting their positive self-concept. The experimental group that was exposed to the decision-making education program surpassed the control group that wasn't in self-determination skills related to autonomy and self-realization, and it's proven that the program had a good effect on enhancing their positive self-determination skills. The findings of the study explained what made each student lack confidence and caused their problem behaviors, and what the focus of education should be placed on was suggested. The students who participated in the program got to realize what they liked, what they could do and what they would do in the future, and then made a decision on their own. Also, they came to know better about themselves and learned to accept others as they were. Such favorable changes in their self-concept and self-determination skills were expected to affect their self-management and interpersonal relationship as well.

의사결정, 자아개념, 자기결정기술, decision-making, self-concept, self-determination skills

권영욱 Kwon Young Uk , 황경열 Hwang Kyung Youl , 용홍출 Yong Hong Chool

DOI: Vol.10(No.2) 99-108, 2006

This study was pilot study to investigate the effect of Dosahou with SART(Self Active Relaxation Therapy) on regulation ability of sitting, rising on the knees, and standing of a cerebral palsy. The subject was a 6 years child who was diagnosed as statement of retardation of right brain. Dosahou intensive training was progressed 5 sessions per week from May 2004 to July 2006 which carried out about 40 minutes. Each sessions were consisted of two stages which include a initial stage of 20 minutes SART as relaxation tasks and 20 minutes tate style tasks. The results of this study are follows; First, it was improved in a ability of response to external stimulus of a cerebral palsy. Second, it was decreased G pattern of the child and improved in child's control ability of the upper body in sitting posture. Third, through a training of the rising on the knees, it was decreased a tension of a coxa(hip joint) and the upper body. Forth, through a training of standing, it was improved posture control ability for standing. Fifth, through a relaxation of child's coxa, the subject could be walked by self, and balances one's body. Finally, it was discussed the limitations of this study.

뇌성마비아동, SART(자기주도형 이완훈련), 신체조절능력, Body Regulation Ability, Dosahou with SART, Cerebral Palsy

정재희 Jeoung Jae Hee

DOI: Vol.10(No.2) 109-122, 2006

For people to be born and live together with others in their community, they need social abilities to start and maintain interpersonal relations, namely, skills to solve interpersonal problems. Interpersonal relation ability is a concept comprehending elements for adaptation to life necessary for individuals to interact with given environment and maintain balance and harmony, and means specific behavioral skills. In particular, mentally retarded children lack language skills, discernment and judgment due to inborn defects in intellectual abilities, and the development of their social skills is also highly limited by many restrictions in opportunities for experience. Interpersonal problem solving, which requires understanding from others’ position, is a very crucial factor for the foundation of efficient interpersonal relations. Thus, they should develop interpersonal problem solving and social skills through training that teaches them positive social strategies. Thus, the present study examined the effects of interpersonal problem solving training on mentally retarded children’s interpersonal problem solving ability and their social skills. According to the results of giving interpersonal problem solving training to mentally retarded children, the training was effective in their alternative solution thinking but not in their result estimation thinking. In addition, the training did not affect their social skills, but if the period of training is extended and the training is executed jointly by home, school and community, it may produce more meaningful effects.

정신지체아동, 대인문제해결, 문제해결력, 사회성, mentally retarded children, interpersonal problem solving, problem solving, social skill

이준희 Lee Jun Hee , 조용태 Cho Yong Tae

DOI: Vol.10(No.2) 123-141, 2006

The present study was undertaken to investigate the causal relationship of the self-esteem, problem-solving ability, stress, and generalized anxiety disorder of the adolescents. The research questions of the study were as follows. First, is adolescents's self-esteem, problem-solving ability, and stress significantly different as a function of their Generalized Anxiety Disorder, respectively? Second, how much the effect of the self-esteem, problem-solving ability and stress of the adolescents on their Generalized Anxiety Disorder is it? The subjects of the study were 600 adolescents who are attending at high school in Seoul. The subjects were selected by cluster sampling method. The level of the Generalized Anxiety Disorder was measured though the Generalized Anxiety Disorder questionnaires by Kim and Min(1998). The level of adolescents's self-esteem was measured though the self-esteem questionnaires by Cho(1998). The level of adolescents's problem-solving ability was measured though the self-esteem questionnaires by Lee(2001). The level of adolescents's stress was measured though the self-esteem questionnaires by Lee(1997). The data were analyzed by Pearson's correlation, multiple regression analysis, and path analysis. The results of the study were as follows: First, adolescents's self-esteem, problem-solving ability and stress was significantly different as a function of their Generalized Anxiety Disorder. Second, between the adolescents's self-esteem, stress and Generalized Anxiety Disorder had the direct causal relationship. Also, adolescents's problem-solving ability was in direct causal relationship with their degree of Generalized Anxiety Disorder.

자존감, 문제해결력, 스트레스, 범불안, Self-Esteem, Problem-Solving Ability, Stress, and Generalized Anxiety Disorder

배은정 Bae Eun Jeong , 여광응 Yeo Kwang Eung

DOI: Vol.10(No.2) 143-161, 2006

The study is to find out effects of peers tutoring activities to improve the four arithmetical operations of math underachievers. The results of this study are as follows; First, peers tutoring activities working together peer tutee have an positive effects upon the four arithmetical operations of math underachievers. Second, peers tutoring activities working together peer tutee not only have an positive effects upon learning attitude of math underachievers, but also have an positive effects upon attitude of attention, task performance, teacher direction of math underachievers. The conclusions based upon the results are as follows; First, peers tutoring activities have an positive effects upon the four arithmetical operations of math underachievers. Math underachievers have an influence on understanding how to solve problems, due to be formed basic concept as solving the tasks based interaction with peers in the processing of learning. Second, peers tutoring activities have an positive effects upon learning attitude of math underachievers. Math underachievers who have an un-sufficiency self-confidency and learning attitude, have an positive thought on achievement and self through interaction with peers in the processing of learning. Thus, have an positive effects upon attitude of attention, task performance, teacher direction of math underachievers.

또래지도, 수학 학습부진아, 사칙연산, 학습태도, peer turoring, arithmetical operations, math underachievers

최진아 Choi Jin A , 이점조 Lee Jeom Jo

DOI: Vol.10(No.2) 163-191, 2006

The study is to find out effects of positive behavior support to modify maladaptive behavior of students with sever mental retardation. The subjects of this study selected high school 3 students with severe mental retardation attending G special school for the mentally retarded, in KyeongNam, who show problem behavior and who employed through Eyberg Behavior Sacle for child. The method of this study is that measurement of maladaptive behavior practiced thorough teacher' interview and direct observation by A-B-C behavior scale, according to analysis results about condition setting up based above it, hypothesis about maladaptive behavior intervention was established. The design of this study applied to single subject study used multiple baseline across subjects in order to reveal effects of positive behavior support. Sub domains of maladaptive behavior, that is, self-injure behavior, interfere behavior, aggression behavior was applied by experiment stag. The results of the study showed that all children with sever mental retardation showed reduction over 45% of maladaptive behavior, acquisition to alternative skills. Therefore, positive behavior support have an positive effects to reduction of maladaptive behavior of students with sever mental retardation. All children showed. Because final goal positive behavior support is to improve quality of life through change their general life style, The future studies should be established studies finding out effectiveness on action study in consideration with context(home, school, community life) and problem behavior as well as alternative skills and life style.

긍정적 행동지원, 중증정신지체, 부적응행동, 문제행동, positive behavior support, sever mental retardation, maladaptive behavior, problem behavior