태교미술에 대한 인식도 조사 (만 18세 이상 30세 이하 성인 미혼 남녀를 중심으로)

정정순 ( Jung Sun Chung ),박준호 ( Joon Ho Park ) 미래유아교육학회 2005 미래유아교육학회지 Vol.12 No.2

통합예술치료 프로그램이 발달장애아동의 감정표현에 미치는 효과

정정순(Jung-Sun Chung) 한국언어치료학회 2004 言語治療硏究 Vol.13 No.3

This study researches into whether Integrative Arts Therapy is effective in improving qualitative the emotional expressions of developmental disorder. The subjects for this research included six developmental disorder who attended nurseries or kindergartens in the Seoul area, and The experiments were conducted twice a week for 15 weeks starting from April 22nd to July 29th at an appointed nursery.The results were as follows:Among the various types of Integrative Arts Therapy, a program based on the movements of Eurythmie, music and fairy tales was employed. The experiments proved to have had a positive effect on the emotions and behavior of the developmental disorder children. Facial expressions expressing such emotions as happiness, sadness, affection and fear improved after the Integrative Arts Therapy(p<.05). The results of this experiment showed that this program improved the children's ability to emotionally express themselves which in turn influenced the internal recognition that converted into external behavior. And the results of the research gave way to the possibility that by improving the emotional expression of autistic children, the children's language ability could also be improved.

보건소 등록 고혈압 환자에게 실시한 사례관리 프로그램의 효과

정정순(Chung, Jung-Soon),이선옥(Lee, Sun-Ock) 한국간호교육학회 2014 한국간호교육학회지 Vol.20 No.2

Purpose: The purpose of this study was to investigate the effects of case management service for hypertensive elderly patients through the customized visiting home health care program. Method: Non-equivalent control group pretest-posttest design was employed. Data were collected from April 2007 to January 2009. Among a total of fifty subjects, 25 subjects were belonged to the case management group and the others were belonged to the general management group. Results: 1) In experimental group, significant increasing rate of number of people within normal blood pressure by time, but no significant increasing rate of number of people within normal blood neutral fat, total cholesterol, HDL, & LDL. 2) In experimental group, the score of knowledge about disease and healthy life practice were increased on 8 week period but decreased on follow up period. Number of people within normal blood HDL and mean score of healthy life practice were significantly higher than control group on follow up period. Conclusion: Case management service was effective on controlling blood pressure but partly effective on blood lipid, knowledge about disease, and healthy life practice in hypertensive patients. Further study is needed to conduct a periodic re-evaluation of the effect of case management and to verify an optimal interval to provide the case management service.

예술치료가 자폐아동의 부적응 행동 개선에 미치는 효과

김상미 ( Sang Mi Kim ),정정순 ( Chung Sun Jung ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2007 정서ㆍ행동장애연구 Vol.23 No.1

학습장애 학생의 관형사형 어미 이해 및 산출 특성 연구

강정숙 ( Jeong Sook Kang ),민경옥 ( Kyung Ok Min ),정정순 ( Jung Sun Chung ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

본 연구의 목적은 일반 학생과의 비교를 통해 학습장애 학생의 관형사형 어미 특성을 파악하고, 이를 임상지도에 기초자료 및 정보로 활용하는데 있다. 이를 위해 초등학교 3, 5학년인 학습장애 학생과 일반 학생 각각 10명씩 총 40명을 대상으로 하였으며, 45개의 동사를 표현하는 동영상을 촬영하고, 이를 동작의 시작 전, 진행, 완료 후의 순간 정지 화면을 사진으로 제작하여 과제로 이용하였다. 이해능력은 판단과제, 산출능력은 문장의 빈칸 채우기를 통해 집단과 학년에 따른 관형사형 어미의 이해와 산출의 정반응률과 오류유형 및 시제 오류 내 산출방법 등을 분석하였다. 그 결과는 다음과 같다. 첫째, 관형사형 어미의 이해과제의 분석결과, 집단과 학년 간 정반응률에서는 5학년 일반 학생이 가장 높았고, 3학년 학습장애 학생이 가장 낮았다. 시제에서는 과거시제가 가장 높았고, 미래시제가 가장 낮았으며, 유의한 차이는 미래시제에서만 나타났다. 상호작용 효과는 집단과 학년사이에서는 없었고, 집단과 시제사이에서만 있었다. 둘째, 관형사형 어미의 산출과제의 분석결과, 집단과 학년간 정반응률에서는 낮은 학년에서 낮았고, 학습장애 학생이 일반 학생 보다 낮게 나타났다. 시제의 정반응률에서는 미래시제가 가장 높았으나 시제사이에서의 유의한 차이도 없었으며, 학년 그리고 시제사이의 상호작용효과도 나타나지 않았다. 셋째, 관형사형 어미 산출의 오류유형 분석결과, 오류유형간에 유의한 차이가 있었다. 4가지 오류유형 중 시제오류에서 오류율이 가장 높았고, 오류율은 의미> 기타> 활용오류 순으로 나타났다. 시제오류의 경우 학습장애 학생이 일반 학생보다 오류율이 높았고, 시제오류 내 오류횟수에서 미래로 산출하는 경우가 가장 많았고, 다음으로 현재로> 과거로의 순으로 나타났으며, 또한 산출방법에 따른 오류횟수에서 유의한 차이를 보였다. This study was to compare comprehensions and production of adnominal ending forms of children with learning disability and normal children, to figure out the char-acteristics of children with learning disorder, and to apply the characteristics to basic data and information of clinical guidance. The subjects of the study were 40 elementary students who were divided into 3rd year and 5th year grade and each grade contained 10 people. To figure out usage and error type of adnominal endings, a video which contained 45 expressions of verbs was made, a picture was set by pause screen with before-action, process, after-completion, and research methods were analyzed by the video and the picture. The results are as follows. Firstly, as a comparison result of reactive rate of adnominal endings and comprehension activities, 5th-year normal students were the highest, 3rd-year normal students were the 2nd to the highest, 5th-year students with learning disability were the 3rd to the highest, and 3rd-year students with learning disability were the last. For comparison of reactive rate of the tense, past tense was the highest, present tense was the 2nd to the highest, and future tense was the last. As a comparison result of tense comprehension between two groups, children with learning disability were lower than normal children. The two groups got the highest reactive rate for past tense. For children with learning disability, ``past tense, present tense, future tense`` was the sequence, and for normal children, the sequence was the same with that of children with learning disability, but there was little difference. Of the three tenses, future tense was the only one that showed a little difference between groups. There was no interactive effect between group and grade, but between group and tense, there showed interactive effect. Secondly, as a result of comparison of production rate of adnominal ending activities, 5th-year normal children were the highest, 3rd-year normal children were the 2nd to the highest, 5th-year children with learning disorder were the 3rd to the highest, and 3rd-year children with learning disability were the last. As a result of comparison of production rate between tenses, ``future tense, past tense, present tense`` was the sequence and there was no difference. For the result of average comparison of groups, children with learning disability showed the highest reactive rate in future tense and normal children presented the highest reactive rate in past tense. There showed no interactive effect between group and grade and tense. Thirdly, as a comparison result of error types of adnominal endings, there was a little difference. Of the four error types, tense was the highest in error rate and ``meaning error, other error, application error`` was the next to the highest sequence. For tense error, children with learning disability were higher in error rate than normal children. As a comparison result of error frequency of tense error, future tense was the highest in error rate and ``present tense, past tense`` was the next to the highest sequence.

놀이미술치료가 발달장애유아의 사회적 행동에 미치는 효과

정정순 한국정서학습장애아교육학회 2003 정서ㆍ행동장애연구 Vol.19 No.1

This study analyzes the effect of the play art therapy on the qualitative disability of social behaviour which is a characteristic of a child of developmental disorder. Three young children(3.8∼4.5 years old) with developmental disorder had the intensive training program of the play art therapy 3 times a week for 5 weeks, total 15 times. The rating scale for social behaviour before and after the program and the changes in social behaviors in each period were observed and recorded. The following is the summary of the result. First, according to the evaluation about social behaviors before and after the play art therapy, social behavior with non-verbal and/or verbal behaviors had effect on the degree of social behaviors regardless of frequency of developmental disorder and/or social age. Second, the activity level of the play art therapy appeared quite varied depending on the social age and the degree of developmental disorder of a child. The children with light developmental disorder or older in social age grew more voluntary in participating the play through the repeated play art therapy conducted by the researcher, reducing the involvement of the researcher, while the heavier in developmental disorder and the younger needed more involvement of the researcher. Third, social behaviors of the children with light autism on the autism rating scale and ones with higher mark on social age showed improvement in voluntary participation in social behavior, while going through all the steps(1∼4 step) of the play art therapy program. More involvement of researcher was necessary for the children with heavier autism and lower social age. The effects of the play and art therapy observed in this study are the development of voluntary participation behaviour and the decrease in the attention deficit hyperactive disorder, which are in other words the changes in emotional and social development as well as development in fine motor and cognition. Accordingly, the play and art therapy is considered a therapy to be considered when planning an infant guiding program as an effective one in helping a child with developmental disorder experience the basic relationship which may develop to social behaviour with people.

자폐성(정신지체)유아의 감정표현행동 측정모델개발에 관한 연구

정정순 국립특수교육원 2002 특수교육연구 Vol.9 No.2

본 연구는 자폐성 유아의 비언어적 행동 가운데 눈맞춤, 발성, 안면표정, 몸짓에 관하여 나타나는 행동을 보다 구체적, 객관적 그리고 실질적인 측정문항을 통해 교육기관과 부모들이 쉽게 유아들의 상태를 가늠할 수 있도록 구성된 감정표현 행동척도이다. 이 척도는 문항 타당도를 거쳐 교사 평정과의 일치도가 높은 59개 질문문항<부록 1> 가운데 47개 질문문항을 선별하였다. 선별된 47개 문항에 대한 요인분석 결과<표 1>에 따라 요인분석의 적합성 여부 검사<표 2>를 실시하였다. 각 해당 문항과 전체 척도간의 상관계수 결과가 매우 높게 나타났다. 통계지표로 나타낼 수 있는 47개 질문문항을 자폐성 유아 40명과 정신지체유아 40명 등 전체유아 80명에 대해 적용한 결과 전체 신뢰도<표 3>는 r=.99로 나타났다. 감정표현행동 평정척도 하위요인별 신뢰도는 1요인: r= .98<표 4>, 2요인: 4= .98<표 5>, 3요인: r= .96<표 6>, 4요인: r= .97<표 7> 등으로 나타났다. This study provides the behavior criteria of emotional expression which enables educational institutions and parents to see easily the status of children by evaluating the non-linguistic behaviors of autistic children through more concrete, objective and practical questions. 47 questions from 59 questions<Appendix 1> which passed appropriateness test and are highly consistent with the teacher's evaluation were selected as criteria. The examination for appropriateness of factor analysis<Table 2> was conducted according to the result of factor analysis on the selected 47 questions<Table 1>. Correlation was very high between each corresponding question and the overall criteria. The statistical result of the 47 questions applied.