최보윤 Bo-yoon Choi , 강경선 Kyung-sun Kang

DOI:10.34262/kadd.2019.23.1.1 Vol.23(No.1) 1-19, 2019

This study was conducted to exam the effects of social story music therapy intervention using virtual reality on the modification of eating behaviors of intellectually disabled adults. The subjects were 3 intellectually disabled adults attending a daytime care center for the disabled, located in Seoul K-district. Multiple baseline design between subjects was employed for the experiment. The music therapy session was conducted 5 times a week for 40 minutes per session and total of 23 sessions were performed. The usual meal time of the 3 subjects was filmed through the baseline, intervention and maintenance phase under the criteria of the 13 lists of eating behaviors. The target behaviors which the therapist had defined was measured by event recording method when it occurred. The data was analyzed with the multiple baseline graph. The result showed that number of target behaviors of three subjects through music therapy intervention increased. In the baseline phase three clients performed an average of 3.2 items. After intervention their task performance score rose to 7. Eventually they were able to perform 11 of 13 items in maintenance phase. The results of this study suggest that the subjects naturally accept the contents which was specially designed music activities for the modification of the subjects in music therapy sessions and they could apply what they learned in virtual reality to real life. Therefore, social story music therapy using VR has proven to be helpful for social skill training of daily life and its multi-sensory elements enable the clients to cope with real situations. Thus, this is a positive and effective intervention in modifying their eating behaviors.

가상현실, 상황이야기, 지적장애인, 식사행동수정, 사회기술훈련, Virtual Reality, Social Stories, Intellectual Disabilities, Eating Behavior Modification, Social Skill Training

백은령 Eun-ryoung Paik , 이은미 Eun-mi Lee

DOI:10.34262/kadd.2019.23.1.21 Vol.23(No.1) 21-49, 2019

This study is a qualitative study exploring parenting experience and needs for care support of mothers who take care of children with developmental delay. The study interviewed ten mothers as a focus group interview. The result of the interview can be categorized into 8 themes and 20 sub-themes and the main theme of this study is “bracing themselves to focus on children’s therapy and to not let go their hopes under the confusion and apprehension.’. The 8 themes are as follows. (1) ‘Discovering developmental delay of their children and being diagnosed, (2) ‘starting treatment but facing difficulties’, (3) ‘facing reality of public childcare system for children with developmental delay’, (4) ‘difficulties with obtaining information by legwork’, (5) ‘insufficient management system for quality control of treatments’, (6) ‘the most needed services and support’, (7) ‘factors that support the caregivers’, and (8) ‘how to keep presence of mind’. Based on these results, the study provided practical suggestions to support children with developmental delay in pre-school period and their family members.

발달지연, 영유아, 발달장애, 어머니, 양육경험, 지원욕구, Pre-school Children With Developmental Delay, Developmental Disability, Mother, Parenting Experience, Supporting Needs

김혜란 Hye-ran Kim , 전혜인 Hae-in Jeon

DOI:10.34262/kadd.2019.23.1.51 Vol.23(No.1) 51-74, 2019

The purpose of this study was to investigate the implementation experiences of co-teaching between therapists and special teachers at welfare centers for the disabled and private therapy centers. For this purpose, the study conducted an in-depth interview with five therapists and special teachers that had an experience with co-teaching to teach children with developmental disabilities. The qualitative analysis results of collected data produced four big topics and 12 subtopics: The four big topics as follows: perceptions before co-teaching experiences, experiencing processes of co-teaching, discovery of conflicts and values, future directions. This study could be used as a basis for expanding the form of collaboration in the future, as integrated access is important in recent developmental disability children's education.

장애인복지관, 사설치료기관, 치료사, 특수교사, 협력교수, Welfare Centers for the Disabled, Private Therapy Centers, Therapist, Special Teacher, Co-Teaching

이성자 Sung-ja Lee , 김훈주 Hun-ju Kim , 감경윤 Kyung-yoon Kam

DOI:10.34262/kadd.2019.23.1.75 Vol.23(No.1) 75-89, 2019

The purpose of this study was to investigate the current status and trends of occupational therapy evaluation tools used by special school and special education support center occupational therapists. Twenty Occupational therapists working in special schools and special education support centers responded to this survey. The survey questionnaire contains questions about the importance and the use frequency of school an assessment tools and the surveys were conducted through the Korean Social Science Data Center (KSDC). For using assessment of the children with special education needs (SEN), 75% of respondents answered that they directly use standardized assessment tools. Clinical observations, sensory profiles, and SFA were important and used a lot to provide the activities needed to participate in the actual school environment. These results may be helpful in selecting the proper tools for accurately assessing performances in various school settings, as well as basic functions such as physical activity, cognitive ability, and ADL for SEN.

특수교육대상아동, 특수교육지원센터, 특수학교, 평가도구, 학교작업치료, Children with Special Education Needs, Special Education Support Center, Special School, Evaluation Tools, School Occupational Therapy