FU프로그램이 학령전 말더듬 아동의 유창성증진에 미치는 효과

전희숙(Hee Sook Jeon),권태영(Tae Young Kwon),신명선(Myung Sun Shin),김효정(Hyo Jung Kim),장현진(Hyun Jin Chang) 한국언어치료학회 2011 言語治療硏究 Vol.20 No.4

This study developed a Fluency-Up program [hereinafter, FU] that can reinforce the fluency of children who stutter according to the severity of stuttering. In addition, the study aims to measure the actual effectiveness of the FU program, which was developed through clinical applications, to cure stuttering. The FU program includes indirect and direct treatment for improving the fluency of children who stutter. Indirect treatment includes counseling with the children who stutter on parents and educational content while phasing spoken language, beginning of spoken language, and adjusting the process of stuttering moment in direct treatment. At each phase, the study sequenced the activities in consideration of linguistic units and spoken language tasks and applied differing treatment phases according to the severity of stuttering. Clinicians made a clinician’s guidebook which helps them to apply the program easily. A workbook for children who stutter, which is composed of terms and pictures easy to understand, was also developed. In an effort to know the effect of clinical applications, this study targeted two children with mild stuttering and two other children with severe stuttering. In in regards to the children with mild stuttering, this study conducted the program up to phase 3 while conducting the program up to phase-5 for the children with severe stuttering. The results of the study found that both mild and severe stutterers showed a decrease in stuttering frequency, and the type of stuttering also changed. In the preliminary test, children with mild stuttering showed high frequency of repetition, while children with severe stuttering showed more weight in the frequency of prolongation and struggle than the children with mild stuttering. In post-tests, all children showed repetition stuttering only and a decrease in the frequency of stuttering. Through this research, this study was able to confirm that the FU program was effective in improving the fluency child stutterers, while the workbook for child stutterers increased the interest in children who stutter. Finally, the guidebook for clinicians’ use enabled clinicians to apply the program easily.

2축 서보를 이용한 태양추적장치

장현진(Chang Hyun-jin),진태석(Taeseok Jin) 한국지능시스템학회 2012 한국지능시스템학회 학술발표 논문집 Vol.22 No.2

A Narrative Research Trend Analysis Focused on School-Aged Children

Hyun Jin Chang(장현진) 한국언어치료학회 2021 言語治療硏究 Vol.30 No.3

A Study of Disfluency Characteristics According to Auditory Feedback Condition

Hyun Jin Chang(장현진) 한국언어치료학회 2020 言語治療硏究 Vol.29 No.4

말더듬 원격 중재에 대한 언어치료사의 인식 연구

장현진(Hyun Jin Chang),김효정(Hyo Jung Kim),신명선(Myung Sun Shin) 한국언어치료학회 2022 한국언어치료학회 학술발표대회 논문집 Vol.2022 No.11

청소년 말더듬 유창성 증진 - 부정적 정서 감소 프로그램 내용타당도 연구

장현진(Hyun Jin Chang),신명선(Myung Sun Shin),김효정(Hyo Jung Kim) 한국언어치료학회 2021 한국언어치료학회 학술발표대회 논문집 Vol.2021 No.11

행동인지 말더듬 치료 프로그램이 성인 말더듬인의 유창성 및 자아개념에 미치는 효과

장현진(Hyun-Jin Chang),권도하(Do-Ha Kwon) 한국언어치료학회 2005 言語治療硏究 Vol.14 No.2

The purpose of this study was to investigate the effects on stuttering behavior and self-concent of behavioral cognitive stuttering therapy program in adult stutterers.The Subjects were 3 adult stutters whose stutter scales were severe in the pre-test. This experiment was designed with AB-design with pre-stage, treatment-stage, post-stage, maintenance. The therapy was delivered 36 times for 16 weeks.The results of the study were as follows: First, after behavioral cognitive stuttering therapy program, the frequencies of stuttering were improved in all subjects. Second, after behavioral cognitive stuttering therapy program, the self-esteem and self-efficacy were improved in all subjects. Behavioral cognitive stuttering therapy program of this study was effective in improving the stutter and self-concent for subjects.

초등학생 교육용 기초 어휘 선정 연구

장현진(Hyun Jin Chang),전희숙(Hee Sook Jeon),신명선(Myung Sun Shin),김효정(Hyo Jung Kim) 한국언어치료학회 2014 言語治療硏究 Vol.23 No.1

The most important thing in our lives is building and maintaining interpersonal relationships. The most essential tool in those processes is language, and it goes though natural development stages from the moment a person is born. The most fundamental factor in language development is vocabulary, because it is a large part of a language.This study is intended to offer basic data for effectively teaching vocabulary to elementary school students. To accomplish the objective, a preliminary study was conducted to select basic vocabulary acquired by elementary school students. Based on previous studies, 533 basic words for elementary school students were selected after reliability and validity tests were conducted from the selected words. Based on a preliminary study, a validity test was conducted on 10 elementary school teachers to identify whether the words selected were appropriate for elementary school students. The research findings are as follows. First, there were a total of 511 basic words that were extracted from those with an average of 3.0 or above in the importance ratings selected by the teachers. Second, when the ultimately-selected basic words for elementary school students were classified by word class, the ratio was in the following order: nouns, verbs, and adjectives. Third, when the ultimately-selected basic words for elementary school students were classified by semantic domain, the ratio was in the order of object, people, and time, which excluded domains of behavior and states that predominantly include verbs and adjectives. If therapeutic data is developed based on the vocabulary list presented by this study, it will serve as a standard for vocabulary education for elementary school students.

영·유아의 기초 어휘 선정 연구

장현진(Hyun Jin Chang),전희숙(Hee Sook Jeon),신명선(Myung Sun Shin),김효정(Hyo Jung Kim) 한국언어치료학회 2013 言語治療硏究 Vol.22 No.3

The most important thing in our lives is building and maintaining interpersonal relationships. The most essential tool in those processes is language, and it goes though natural development stages from the moment a person is born. The most fundamental factor in language development is vocabulary, because it is a large part of a language. This study is intended to offer basic data for effectively teaching vocabulary to infants and toddlers, and children with language developmental disorders. To accomplish the objective, a preliminary study was conducted to select basic vocabulary acquired by infants and toddlers. Based on previous studies, 614 basic words for infants and toddlers were selected after reliability and validity tests were conducted from the words selected first. Based on the preliminary study, a validity test was conducted on seven teachers for infants and toddlers, to identify whether the words selected in the preliminary study are appropriate for young children. The research findings are as follows. First, there were a total of 353 basic words that were extracted from those with an average of 4.0 or above in the importance ratings selected by teachers for infants and toddlers. Second, when the ultimately-selected basic words for infants and toddlers were classified by word class, the ratio was in the following order: nouns, verbs, and adjectives. Third, when the ultimately-selected basic words for infants and toddlers were classified by semantic domain, the ratio was in the order of object, food, people, and body, which exclude domains of behavior and states that predominantly include verbs and adjectives. If therapeutic data is developed based on the vocabulary list presented by this study, it will serve as a standard for vocabulary education for infants and toddlers.

언어치료사와 일반 성인의 유창성 요인에 대한 중요도 비교

장현진(Hyun Jin Chang),신명선(Myung Sun Shin),전희숙(Hee Sook Jeon),김효정(Hyo Jung Kim) 한국언어치료학회 2013 言語治療硏究 Vol.22 No.1

The purpose of this study was to understand the importance of speech pathologists' fluency recognition factors and the differences between them and normal adults. The fluency recognition factors consisted of 26 items including colloquial language, languages, attitudes, and other factors. Four speech pathologists and four normal adults verified the feasibility of the contents including questions and subdomains to constitute the questionnaire. The importance of colloquial language, languages, attitudes, and other factors was reviewed by 116 speech pathologists and 116 normal adults. The result of the study are as follows. There was no difference in language and attitude factors between the speech pathologist group and the normal adult group. However, there was significant difference in colloquial language and other factors between the two groups. When the importance of each question was compared, it was shown that the normal adult group considered only accuracy of pronunciation significantly important among the colloquial language factors, compared to the speech pathologist group. On the other hand, as for no hesitation, no repetition, no insertion, accent control, and speech rate, it was demonstrated that the speech pathologist group considered them important. While the normal adult group considered logical words important among the language factors, the speech pathologist group considered use of complex sentences important. As for attitude factors, it was shown that the normal adult group considered speech attracting the attention of the hearer and the confident attitude significantly important, compared to the speech pathologist group. As for other factors, the normal adult group considered rich knowledge and mixing well with different people significantly important, compared to the speech pathologist group. How a speech pathologist recognizes fluency may have a substantial impact on the speech treatment of a subject. Therefore, the researchers of the present study hope that speech pathologists consider fluency recognition factors, which are thought to be important by ordinary people, and enhance fluency comprehensively as well as intervening in stuttering behaviors, when they intervene in fluency disorders.