청각처리장애에 대한 다학문적 접근 고찰

석동일(Dong il Seok) 한국언어치료학회 2009 言語治療硏究 Vol.18 No.2

When speech sound input reaches the ear it propagates at the cochlear nucleus, superior olivary complex, inferior colliculus, and medial geniculate body of CANS. After that, the sound arrives at the Heschl's gyrus of the auditory area. This area serves for auditory processing and language processing. The next point is the second auditory area or Wernicke's area. This area processes language. Auditory processing is peripheral and the central auditory system manipulates acoustic signals. That is, auditory processing is a continuum and accordingly the auditory processing field needs to be studied further to combine a variety of sciences.The purposes of this study were 1) to provide information for auditory processing disorders and 2) to reveal natural and multidisciplinary approach characteristics of auditory processing disorders. To this end, literature was examined and analyzed in the areas of multidisciplinary approach, isolation and reiteration of multidisciplinary approach, and differential diagnosis about multidisciplinary approach aspects.The results of this study were as follows:First, the area of multidisciplinary approach consists of four areas: audiology, speech-language pathology, cognitive psychology, and medical science. Education and social welfare is an additional area of auditory processing disorders.Second, auditory information processing is a continuum of auditory processing, phonemic processing, and language processing. Auditory processing is managed mainly in the audiology field; phonemic processing in the audiology field and speech pathology field; and language processing in the audiology field. Cognitive psychology serves as a base for these processes. The areas of auditory processing and language processing can be separated or duplicated. Just two types of processing overlap in many areas. If auditory processing, phonemic processing, and language processing are different in the CANS area, the disorders can be divided into three disorders: auditory processing disorder, phonemic processing disorder, and language processing disorder. But if auditory processing, phonemic processing, and language processing overlap at the CANS area, the disorders appear to overlap: auditory processing disorder+phonemic processing disorder, phonemic processing disorder+ language processing, auditory processing disorder+language processing disorder. Auditory processing disorder+phonemic processing disorder+language processing disorder. Auditory processing has influence auditory and language.Finally, we have to team up our approach for APD diagnosis because APD is related to other similar disorders including: peripheral auditory disorder, language disorder, learning disability, mental disorder, and hyperactivity disorder. The main directors of differential diagnosis are audiologists, speech language pathologists, and cognitive psychologists. Audiologists are responsible for assessment, but should work with a multidisciplinary approach. In terms of the influence of language, both phonetic and linguistic parameters must be considered by the audiologist.

한국 표준 그림 조음검사 도구 개발에 관한 연구

석동일(Dong-Il Seok),박상희(Sang-Hee Park),신혜정(Hye-Jung Shin),박희정(Jung-Hee Park) 한국언어청각임상학회 2002 Communication Sciences and Disorders Vol.7 No.3

우리말의 자음은 음절 내 위치에서 초성과 종성에 위치할 수 있으며, 단어 내에서는 어두 초성, 어중 초성과 종성, 어말 종성에 위치할 수 있다. 따라서 목표 음소의 음절 내 출현 위치와 음절수를 고려하고, 음운발달의 정도에 기초한 연령별로 차별화 된 평가지를 개발하는 데 연구의 목적이 있다. 연구방법은 우선적으로 어휘발달과 음운발달의 자료를 수집하였다. 어휘선정기준에 의해서 선정된 어휘를 4차의 적절성 검증과정을 거쳐, 총 74개의 어휘를 선정하였다. 각 어휘는 목표 음소 위치를 어두 초성, 어중 초성, 어중 종성, 어말 종성으로 나누었고, 음절도 1음절, 2음절, 다음절의 3단계로 나누어서 총 74개의 어휘를 음운발달에 근거하여 3-6세의 각 연령별로 검사어휘를 달리하는 검사지를 개발하였다. The purpose of this study is to develop an articulation test that takes into consideration of syllable length and place of target phoneme(word initial, word medial onset, and/or coda, and word final). The test is also differentiated by the age based on the degree of phoneme development. Seventy-four words were selected through four times of appropriateness verifying process. Each word was classified by the syllable length(one-syllable, two- syllable, and over-three-syllable words) and the place of target phoneme(word initial, word medial onset, and/or coda, and word final). Different test words were developed in terms of different ages from 3 to 6 years.

하이브리드 접근법에 의한 조음음운장애 치료 효과

석동일(Dong il Seok) 한국언어치료학회 2009 言語治療硏究 Vol.18 No.1

This study investigated treating the effects of articulation and phonological disorders in children using a hybrid approach. Both distinctive feature and phonological process approaches were combined as were family education and involvement; phonological awareness treatment; and humanistic-centered research theory. The effectiveness of the program was measured using a whole-word approach.The results of the study are as follows:First, this program resulted in an improvement of proportion of whole-word correctness, proportion of whole-word complexity, and proportion of whole-word proximity. Thus, the hybrid approach treatment was able to resolve articulation and phonological disorders in children.Second, the hybrid approach treatment overcame the limitations of treatment techniques. Thus, it was possible to vary the treatment for variable articulation and phonological disorders in children.Third, the hybrid approach treatment made possible the changing of a previous technique (matching of children's view) to an order therapy (applying for treatment technique).

단어단위 접근법에 의한 3~5세 유아의 음운특성 분석

석동일(Dong-Il Seok) 한국언어치료학회 2006 言語治療硏究 Vol.15 No.1

The purpose of this study is to estimate childrens whole-word abilities; the norm of whole-word correctness, complexity and proximity. It then attempts to suggest a new method of assessment and treatment by comparing the result of phonological analysis of whole-word approach for phonological impaired children with normal childrens. The subjects who participated in the experiment are 20 three-year-old, 20 four-year-old, 20 five-year-old of normal children. The 60 children live in Daegu and Gyungbuk area. By each sampling method 50 utterances were gathered and analyzed.This article has argued that we need to broaden our research focus to include the study of children`s whole-word productions. Toward this end, three measures to look at whole-words are proposed: the Proportion of Whole-Word Correctness(PWC), the Phonological Mean Length of Utterence(PMLU), and the Proportion of Whole-Word Proximity(PWP).The results are as follows;Firstly, there is a significant difference in a whole-word correctness, complexity and proximity between three-year-old, four-year-old, and five-year-old normal children. Secondly, there are correlation between PWC, PMLU and PWP.Based on the experimental results, First, it is assumed that childrens level of phonological ability could be found easily through a whole-word approach than phonological approach because it could be compared easily with adults pronunciation. Furthermore the norm of whole-word correctness, complexity and proximity for normal children could be presented. Second, these measures are relatively easy to apply and shuld prove to be highly valid and reliable. They have the potential to discover aspects of phonological acquisition that have been missed due to the focus on segments.

노인성 난청인의 의사소통 평가 척도 내용 개발

석동일(Seok Dong-Il),강수균(Kang Soo-Kyoon) 한국재활과학회 2003 難聽과 言語障碍 Vol.26 No.1

The aim of this is a compilation of contents designed to provide a systematic and comprehensive assessment of a broad range of communication problems in presbycusis. For this purpose, this study analyzed the contents from 11 test instruments in the foreign countries for presbycusis. The results of this study were based on the above-stated analysis and wholistic analysis of related materials. The results are folIowings. First, The scales contents are devided into three sections: communication strategies scale, communication attitudes scale and communication environmental scale. Second, The Communication scales contents of presbycusis are comprised of a 4i-item communication strategies scale, a 49-item communication attitudes scale and a 15-item communication environmental scale. Third, The communication strategies scales contents are comprised of communication repair strategies scale and anticipatory strategies scale. The communication attitudes scales contents are comprised of family attitude scale, friend attitude scale, other people attitude scale, and self-attitude scale. The communication environmental scales contents are comprised of home and social environmental scale.

문맥과 독립단어 중재 간 음운장애아동의 단어학습 효과 비교

석동일(Dong Il Seok) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.1

The purpose of this study was to compare the effects of isolated word training and context training on the acquisition, retention, transfer of printed words with phonological disorders children. The subjects who participated in the experiment were 3 phonological disorders. They met the three basic criteria necessary for the self-teaching mechanism to function: knowledge about letter-sound correspondences, basic phonemic awareness, and the ability to use contextual in conjunction with partial decoding to correctly identify unknown words. A within-subject design, where each participant received both isolated word training and context training, was employed. New words were taught in each of the training conditions. The two training word lists contained 50 non overlapping words. To create the isolated word materials, each of these words was printed individually in the center of a 15×20-㎝ index card. For the context training materials, 50 sentences were written based on context training lists. All children were tested individually in quiet room. They received training for approximately 20-30min per day. Each condition took place over 2 weeks. A screen test was administered on first day, followed by 6 days of training, a 1-week retention period, and finally a retention task and transfer task that were given on the last day.   The studies show that context training promotes word acquisition, retention, transfer beyond that experienced from reading words in isolation. The evidence provided here suggests that context training promotes the reading skill over isolated word training. But this results should be consider the age of participants, contextual sensitivity, the congruency between the training and transfer tasks, context as a self-teaching mechanism and focal attention hypothesis.

변별자질접근법과 음운변동분석접근법의 연합에 의한 나선형 하이브리드 접근 모형

석동일(Dong il Seok) 한국언어치료학회 2008 言語治療硏究 Vol.17 No.4

I suggested hybrid approach model which was analyzed by relation preview research. I collaborated systematically the model which was distinctive feature approach and phonological process analysis approach between collaboration, family education and involvement, phonological awareness, and humanistic centered theory. The contents were as followings.First, In whole structure aspect, I suggested the model which was total collaboration model. I contained about distinctive feature approach and phonological process analysis approach between collaboration, family education and involvement, phonological awareness, humanistic centered theory based on communication therapy philosophy.Second, In distinctive feature approach and phonological process analysis approach between collaboration possible element aspect, I suggested the point of articulation and phonological collaboration view and collaboration of distinctive feature theory and phonological processing theory.Third, I considered collaboration possible element by 3 aspects. Above of all, In humanistic centered theory based on communication therapy philosophy aspect, I contained interest communication therapy, therapy centered to humanistic purpose processing, perfection learning communication therapy. Next, family education and involvement aspect, I contained family therapy content and method. Family therapy contents were parent education, following clinic and family, solving of psychological and emotional problem, solving the conflict with brothers and sisters. And family therapy methods were prepare guidance, direct therapy, specific therapy method for family. The last, I suggested the aspect of phonological awareness for therapy contents were onset and coda awareness, for therapy methods were discrimination, composition, segmentation, replacement, deletion.

인공와우이식 아동의 조음음운치료에서 음성적 치료와 음운적 치료의 효과 비교

석동일(Dong il Seok) 한국언어치료학회 2009 言語治療硏究 Vol.18 No.4

The purpose of this study is to compare phonetic therapy and phoneme therapy and discover which method is more effective to articulation and phonology with children. Objects were established by controlling factors to make the two experiment groups as similar as possible. Ten subjects were divided into two equal groups to receive phonetic therapy and phoneme therapy. The results are as follows. First, this experiment shows that both methods increase articulation/phonology ability since significant differences in pre-post design of whole-word correctness in both groups were discovered. However, the results of this experiment show that there is no difference of effect of phonetic therapy and phoneme therapy, because no significant differences in pre-post measure between the two groups were found. Second, after phonetic therapy and phoneme therapy, improvement of whole-word complexity in the two groups was found and there was a significant difference in pre-post design. Thus, this experiment shows that both ways increase articulation/phonology ability. Also, there was no significant difference in whole-word complexity of pre design, but there was a significant difference in whole-word complexity of post design. This result shows that phoneme therapy is more effective to cochlear implants in improvement of whole-word complexity. Third, whole-word proximity in articulation/phonology therapy increases in post-design compared to pre-design. Therefore, phoneme therapy is more effective for improving whole-word proximity of cochlear implants.According to the results of this experiment, the following conclusions can be draw. First, there is no difference of whole-word correctness in the two therapy types. Because the grading of whole-word correctness is only 'true' or 'false', delicate changes cannot be made. Second, phoneme therapy is more effective than phoneme therapy in whole-word complexity and proximity. This result means that phoneme therapy is more ideal therapy in articulation/phonology therapy. Third, if we assume that communication is the final purpose of articulation/phonology therapy, the results imply that a point of view of phoneme therapy must be transferred to phoneme therapy.

APD 위험군 아동을 위한 일반적 관리 모형 개발 연구

석동일(Dong il Seok) 한국언어치료학회 2009 言語治療硏究 Vol.18 No.3

As Korea lacks APD diagnosis tools for children, children at risk of APD are not included in therapy subject no do they receive treatment services. As such, the purpose of this study was to develop a General Management Model at the earliest possible stage so as to provide treatment services to children with APD. To this end, literature was examined and analyzed in an attempt to develop a general management model.First, general management model factors such as environment repair strategy, compensatory strategy, and treatment strategy were included. The environment repair strategies included appropriate acoustic environment, abundance academic information support environment, and safety learning environment repair strategy. Sub strategies were analyzed according to 12 factors.Second, compensatory strategies of general management model such as positive auditory strategy, metacognitive strategy, and metalinguistic and language strategy were included. Sub strategies were analyzed according to nine factors.Third, treatment strategies of general management model such as auditory training, central auditory function training, language training, and metalingustic training were included. Sub strategies were analyzed according to 19 factors.Finally, a general management model for children at risk of APD emerged after diagnose discrimination of APD children would then could receive management based on environment repair strategy, compensatory strategy, and treatment strategy.

/ㅋ/-/ㄱ/ 변별훈련 프로그램에 의한 청각장애아동의 어음변별력 개선 효과

석동일(Dong-Il Seok) 한국언어치료학회 2002 言語治療硏究 Vol.11 No.1