이은영 Eun-young Lee , 추연구 Youn-gu Chu

DOI: Vol.13(No.2) 1-25, 2009

This study has clarified the effects on changes of the children’s abnormal behaviors by producing and controlling video self-modelling materials on careless, hyperactive and impulsive behaviors of ADHD children in home. The summary of the study is as follows. First, Video self-modelling Control increased forward reactions such as; not urinating on the brim of urinal, not pouring water on the table, keeping game time, eating medicine without slipping, putting things in order; in regard to the ADHD children's careless behaviors. Second, Video self-modelling Control increased forward reactions such as; sitting straight on the chair in meal time, solving problems in order, not changing TV channels, waiting for the turn when speaking, not taking brother’s things recklessly; in regard to the ADHD children’s impulsion. Third, Video self-modelling Control increased forward reactions; stepping down quietly from upstairs, walking indoors, not beating brother without reason, laying hands and feet still, pressing keyboard quietly; in regard to the ADHD children’s hyperactivity.

자기모델링, 주의력 결핍 및 과잉행동장애, 부주의, 충동성, 과잉행동, Self Modeling, Attention Deficit / Hyperactivity Disorder, Attention, Impulsivity, Hyperactivity

조정연 Jung-yeon Cho

DOI: Vol.13(No.2) 27-52, 2009

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.

악기놀이 활동, 자폐성 장애아동, 학습참여, 상동행동, Rhythm Section, Autism, Class Participation Behavior, Stereotypic Behavior

이점조 Jeom-jo Lee , 원상연 Sang-yeon Won

DOI: Vol.13(No.2) 53-75, 2009

The purpose of this study was to investigate the effect of anchored instruction activities on the attention, voluntary instruction participation and peer relationship of children with mild disabilities. The specific research questions were (a) whether students who participated in an anchored instruction activities program demonstrated greater gains in the attention than students who did not participate in an anchored instruction program, and (b) whether students who participated in an anchored instruction activities program demonstrated greater gains in the voluntary instruction participation than students who did not participate in an anchored instruction activities program, and (c) whether students who participated in an anchored instruction activities program demonstrated greater gains in the peer relationship than students who did not participate in an anchored instruction activities program. The participants of the study were three fourth-grade children with mild disabilities. This study employed multiple baseline across subjects. The independent variable was a anchored instruction activities and the dependent variables were the attention, voluntary instruction participation and peer relationship. The participants of the study received anchored instruction activities implemented in 23, forty-minutes class hours over 3 to 5-week periods. Anchored instruction activities was implemented in five phases: (a) setting the stage, (b) watching the anchor, (c) identifying the problem, (d) solving the problem, (e) presentation and discussion. The results of the study are as follows: First, there were positive effects on the increase of attention through anchored instruction activities. The increase of attention through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Second, there were positive effects on the increase of voluntary instruction participation through anchored instruction activities. The increase of voluntary instruction participation through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Third, there were positive effects on the increase of peer relationship through anchored instruction activities. The increase of peer relationship through anchored instruction activities at school was also generalized in different situations. Also, after the termination of the intervention, effectiveness of the intervention was maintained. Therefore, this result indicated that anchored instruction activities employed in this study was an effective instruction program to fostering attention, voluntary instruction participation, and peer relationship of children with mild disabilities.

앵커드수업 활동, 주의집중, 자발적 수업참여, 또래관계, Anchored Instruction Activities, Attention, Voluntary Instruction Participation, Peer Relationship

이형복 Hyung-bok Lee , 양명희 Myoung-hee Yang

DOI: Vol.13(No.2) 77-100, 2009

The purpose of this study was to examine the effects of cooking activities in kindergarten on the ingesting level of disliked food and the inappropriate eating behaviors of young children. The subjects were 3 and 5 years old boys who had poor ingesting level of disliked food and inappropriate eating behaviors. They participated in the kindergarten cooking activities using 10 kinds of food they did not like. The A-B-A design was used. The subjects' ingesting level of disliked food were directly observed and measured. Also, a checklist was conducted to test the subjects' inappropriate eating behaviors before and after the intervention. The results showed the improvement on the subjects' ingesting level of disliked food and the inappropriate eating behaviors. However, the ingesting level of disliked food were not reversed during the second baseline. Based on these results, suggestions for the following research were given.

편식음식 섭취수준, 부적절한 식사행동, 요리활동, Ingesting Level of Disliked Food, Inappropriate Eating Behavior, Cooking-Activity

김향지 Hyang-ji Kim

DOI: Vol.13(No.2) 101-115, 2009

This study aims to expand understanding of exceptional children's education by examining a psycho-social access in exceptional children's education. In relation to that, the psycho-social access of exceptional children was looked into from individual and social-cultural aspects. The conclusions and proposals of this study are as follows. First of all, understanding of the reaction process of exceptional children is required to be understood, and various sphere and experts for dealing with them would be necessary to be developed and appropriately trained. Accordingly, it is necessary that the support system of our society, that is, such field as education, consultation, medicine, etc. is systematically linked with each other, so that exceptional children may lead a fair life in their every life. Second, in relation to exceptional children, there are many complications for an ecological access in the context of the social environment in which they live. It is notable that exceptional children having a variety of culture are increasing, which is one of changes of our society. Therefore, in the future special education, special changes for special children who came from various culture and language are needed to be made.

심리사회적 접근, 장애아동 교육, Psychosocial Approaches, Educating Exceptional Children

이영재 Young-jae Lee , 조미선 Mi-sun Cho

DOI: Vol.13(No.2) 117-139, 2009

1. Introduction The purpose of this study is to develope Korean PASS Reading Enhancement Program(K-PREP) adapted from Das’ PREP(1999) and to confirm the effect of K-PREP on the cognitive functions and the reading skills of culturally deprived children. Sixteen tasks in Das’ PREP were analyzed, and through estimating fitness of them to Korean language and integrating their similarity, eight tasks were selected and composed for K-PREP. 2. Methods Subjects: Thirteen 3-6 grade children were selected to confirm the effects of K-PREP, who were culturally deprived and attended at After-Sclool Program of Choongnam Education Research Center. Instruments: To assess cognitive functions of them, two simultaneous tests and two successive tests were used among 「Comprehensive Cognitive Function Batteries(CCFB)」(Moon et al., 2007) which was adapted from Cognitive Assessment System(Naglieri and Das, 1997). To assess reading skills, Word Reading Test was used, which is composed of meaningful(word recognition) and meaningless words(word attack). Procedures: The tasks of K-PREP were treated for seven weeks from April to May, 2008. Simultaneous/successive processes were assessed before and after the treatment of K-PREP. Word Reading Tests were assessed in each week. To confirm the effects of K-PREP on the cognitive function, paired t-test was used between pre- and post- test scores. To confirm the effects of K-PREP on the reading skills, paired t-test was used among the mean scores of every other session. 3. Results and Discussion It was revealed that the effects of K-PREP on the enhancement in simultaneous (t=-3.09, p<.01) and successive(t=-.763, p<.001) is significant, especially in successive processes, and the effects of that on the enhancement in word reading is significant in meaningful word tests(5 among 15 paired) and especially in meaningless word tests(9 among 15 paired). It was discussed that some prospective studies are necessary for the application of the Korean PREP to various population.

PASS 모형, PREP, 인지기능, 동시적 처리, 연속적 처리, 읽기 기능, 의미단어 읽기, 무의미단어 읽기, K-PREP, Cognitive Function, Simultaneous, Successive Process, Reading Skill, Word Reading