추연구 Youn-gu Chu

DOI: Vol.11(No.1) 1-21, 2007

Self-regulation strategies could be counted among cognitive strategies that could be acquired through school education, and they also could be viewed as part of teaching strategies. Those strategies are meaningful in that they allow students to take the initiative in their own lives, and mentally retarded students should be taught to facilitate self-regulation as part of self-determination skills to improve their quality of life. The findings of the study were as follows: First, as for the importance of goal setting and decision making, the use of decision-making skills makes it easier to choose how to achieve a specific goal, and a selected goal should be attained step by step. Everybody should make an educated decision to attain his or her goal without being improperly affected by others. Second, regarding the concept of self-management and guiding principals, self-management skills should be defined as a major concept, and self-monitoring, self-evaluation and self-reinforcement should be selected as minor concepts. This type of self-management system enabled students to record their decision and fulfill it in consideration of the characteristics of their own and the given task. Third, self-monitoring, self-assessment and self-reinforcement, which were the sub-factors of self-management, turned out to be effective in enhancing self-regulation in diverse ways, which was of great service for the choice and decision-making of the mentally retarded students.

자기결정, 자기규칙, 목표설정, 자기관찰기록, 자기평가, 자기강화, 의사결정, Self-regulation, Self-determination, self-monitoring, self-assessment, goal setting, self-reinforcement, decision-making

주국환 Kook-hwan Joo , 정종진 Jong-jin Jeong

DOI: Vol.11(No.1) 23-42, 2007

The purpose of this study is to find out the common emotional factors that elementary school teachers feel when they experience in teaching children with aggressive behavior to know their responding process through experiential analysis. Seven elementary school teachers took part in this study as co-investigators, and I led the experiential approach. The co-investigators analyzed their emotional experiences during 4 sessions. They learnt about the method of experience analysis and discussed their emotional experiences of children with aggressive behavior. And they found out some factors concerning their emotional experiences and had the time to discuss in order to search for the common factors of that process. Finally, the co-investigators took part in a session to examine the factors which they have all agreed in, and then I verified this result. I interpreted the factors found and constructed a psychological resolution process. The results of this study are as follows: First, elementary school teachers get angry and irritated with aggressive children's troubles. Second, The psychological process of teachers dealing children with aggressive behavior could be conceptualized in 5 steps, the step of recognizing an action of children with aggressive behavior the step of first cognitive consideration, the step of giving meaning and cognitive appraisal, the step of experiencing emotion, and the step of dealing with emotion. Teachers seemed to experience a little bit different psychological process. According to whether they thought about children's aggressive behavior positively or negatively in the second step, they had different emotional experiences. If they had a positive thought, they could take children's nonadaptive behaviors as personal characteristics. However, if they took them negatively, they considered them impolite and disobedient. Even when the teachers experienced negative emotions, their responses were divided into two groups whether their negative emotional experiences, they could calm down with children with aggressive behavior and treat them positively.

공격행동, 정서적 반응, 정서적 처리과정, 체험분석, Aggressive Behavior, Emotional Factors, Emotional Responding Process, Experiential Analysis

여광응 Kwang-eung Yeo

DOI: Vol.11(No.1) 43-59, 2007

Alexander Luria's studies in mental retardation can best be understood and appreciated within the context of his whole life's work. During a career that spanned over 50 years, Luria devoted himself to the study of higher mental processes in human beings. He examined the development of cognitive functioning in nonhandicapped and intellectually handicapped children, the development of writing and voluntary movements, disturbances of intellectual capacities in patients with brain lesions, eye-movement mechanisms, mnemonic disorder, and variations in thinking across different cultures. As broad and varied as was the scope of Luria's work, his thinking in all of these areas was unified under a single conceptual framework, which derived from his collaboration with Lev S. Vygotsky in the 1920s and 30s. This framework inspired the goals, hypotheses, and methodology of most of Luria's lifetime research, including his studies in mental retardation. I discuss Luria's investigations and views concerning mental retardation from two different perspectives. The first is a developmental perspective, tracing the evolution of Luria's thought and work in mental retardation from Vygotsky's conceptual framework. The second is a comparative perspective, relating Luria's difference and Zigler's developmental views on mental retardation. The fact that the developmental-difference controversy has been a lively and viable one for over 15 years indicates that both viewpoints have particular merits. Thus, by focusing on the underlying conceptual sources of the controversy, it is hoped that the strengths and weaknesses of each viewpoint are uncovered, thereby providing a structural framework that could lead to a more complete and better understanding of mental retardation.

정신지체, 행동조정, 언어적 중재, 발달론, 차이론, Luria 이론, verbal mediation, mental retardation, Luria’s difference views, Zigler’s developmental views

이혜숙 Hea-suk Lee

DOI: Vol.11(No.1) 61-79, 2007

The ability of children of special classes cannot be acknowledged in integrated classes in that they have problems of brain power, adaptive action and personal relations. This study aims at revealing the effect which Arts-play program has on the self-esteem of the children with mild mental retardation in the special class. The subjects are three children aged 11 to 13 with mild mental retardation in the special class. They joined the Arts-play program for 17 sessions. This study analyzes and describes self-esteem criteria and contents of sessional change on the effect which Arts-play program has on the self-esteem of the children with mild mental retardation in the special class. This study shows that Arts-play program has a positive influence on the general self-esteem of the children with mild mental retardation, the self-esteem in school and the self-esteem of themselves and friends of their age. The sessional change and difference in the program seems to have a positive change as the intervention sessions are getting more and more.

Arts-play 프로그램, 경도 정신지체아동, 자아존중감, Art-play Program, The Children with Mild Mental Retardation, Self-esteem

배내윤 Nae-yoon Bae

DOI: Vol.11(No.1) 81-94, 2007

This research aims at two following sides. first, to distinguish emotional problems of disabled children's family between internal emotion and external. second, to consider and search suitable direction of social support for disabled children's family conclusion for this research follows. First, program for the disabled children's family should be developed discriminatively approaching on two different sides, internal emotion, and external emotion second, problem about social support for the disabled children's family should be considered purely as a program for social support and the program should be distributed properly by developing support program through community's relationship network. Also, the support program as a governmental program which can reduce (the) disabled family's sense of alienation and deprivation through law reexamination should be scaled up, and applicating workforce and simplyfing support window for effective support system manage ment should be examinated.

발달장애, 가족정서, 가족지원, developmental disability, family emotion, family support

박명희 Myung-hee Park

DOI: Vol.11(No.1) 95-112, 2007

This study intends to provide a review of epidemiological studies of autism disorder. Autism is a disorder characterized by impairments in social interaction, delays in communication, and restricted and repetitive patterns of behaviors and interests. Epidemiological surveys of autism started in the mid-sixties in England by Lotter(1966), he reported a prevalence of 4.5 per 10.000. Subsequent estimates ranged from 4 to 5 per 10,000 in the 1970s, from 2.5 to 16 per 10,000 in the 1980s, from 5 to 31 per 10,000 in the 1990s, and about 30-50 per 10,000 in the 2000s. A nearly 10-fold increase in prevalence of autism was reported for past 30 years. Many investigators have difficulty to identify why prevalence of autims increase so rapidly over time. The majority of recent reviewers of the field have concluded that change in diagnostic practice and criteria, better recognition, and more complete referral over time are the most likely explanations for the perceived increase in autism prevalence over the past 30 years. Another possible factor, the demographic characteristics have no influence on autism prevalence. Whether the observed increase in prevalence in part reflects a true increase in incidence or is totally an artifact of improved recognition and detection combined with a broadening of the diagnostic defition remains to be uncertain. Over the next few years, it is necessary for epidemiologists to count cases, look for the time trends of autism prevalence, get a refined estimates of autism incidence, search for genetic markers, and refine existing understanding of risk factors, including environmental exposures that may be contributing to this disorder.

유병율, 자폐증, 자폐증 진단기준, 전반적 발달장애, prevalence, autism, diagnosis criterior, PDD

박현옥 Hyeon-ok Park

DOI: Vol.11(No.1) 113-128, 2007

The purpose of this research is to analyze cognitive characteristics of Children with Intellectually Disabilities in accordance with the CHC intelligence theory. Conclusions drawn from the results of this study are as follows. There was a difference according to CHC cognitive factors between the normal group and the intellectually disabilities group with the same mental age, and the intellectually disabilities group showed lower levels in overall cognitive factors(crystallized intelligence, long term storage and retrieval, visual processing, auditory processing, fluid intelligence, speed of information processing, short term memory). It would not appropriate to apply the same strategies to intellectually disabilities children and normal children.

지적장애, 인지, 특성, intellectual disabilities, cognition, traits