혼합형 자기교수 훈련 프로그램을 통한 ADHD 아동 사례연구 = A Case Study on ADHD Children Through Combined Self-Instruction Training Program

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out whether the Combined Self-Instruction Training is effective for attention deficit hyperactivity disorder (ADHD) children to reduce off-task behavior.
We selected two fifth grade students in M elementary school, Jeon Ju between third and sixth grade students who had been chosen thorough ADHD self-report rating scale, ADHD Rating Scale, School Situation Questionnaire (SSQ), DSM-IV diagnosis criteria, and The ADD-H Comprehensive Teacher's Rating Scale.
We performed the Combined Self-Instruction Training five times a week, total 23 times to selected ADHD children. Children were trained by the Combined Cognitive-Behavioral Strategy which included the Self-Instruction Training, modeling, response cost, emotional education, problem-solving, role play etc. Especially we focused on the off-task behavior among other disorders. We observed and analyzed frequency of the off-task behavior with several sub areas: improper attitude, disturbance of study, and disobedience of teacher.
The result of our study showed that the Combined Self-Instruction Training reduced frequency of improper attitude, disturbance of study, and disobedienceof teacher in the off-task behavior area of ADHD children. Also we figured out that the frequency of misbehaviors were different for each an ADHD student because of personal environment difference, even though we applied the same Combined Self-Instruction Training.
The following conclusions were drawn from results of this study.
First, the Combined Self-Instruction Training was effective for ADHD children to reduce improper attitude. There were irregular changes in ADHD students since each individual had different attitude and were applied different inducement. Although the change on ADHD students was fluctuated, attention deficit hyperactivity disorder was gradually reduced.
Second, the Combined Self-Instruction Training was effective for ADHD children to reduce the learning disturbance behavior. According to observation of ADHD frequency, the learning disturbance behavior was reduced and the Combined Self-Instruction Training effect was continued.
Third, Combined Self-Instruction Training was effective for ADHD children to reduce trouble to listen teacher's order. There was not significant difference in disobedience of teacher's order but gradually they followed instructor's order.
Therefore, the study shows that the Combined Self-Instruction Training is successful in reduction of ADHD children's off-task behavior.
And from this result, the study suggests that Combined Self-Instruction Training should apply ADHD children's other behavior condition and other grade.

목차 (Table of Contents)

• 목차
• ABSTRACT = ⅲ
• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 5
• C. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 7
• A. 주의력결핍·과잉행동 장애 = 7
• B. 혼합형 자기교수훈련 = 21
• Ⅲ. 연구방법 = 26
• A. 연구대상 = 26
• B. 연구도구 = 28
• C. 연구설계 및 절차 = 30
• D. 자료처리 = 40
• Ⅳ. 연구결과 = 41
• Ⅴ. 논의 = 60
• Ⅵ. 결론 및 제언 = 62
• A. 결론 = 62
• B. 제언 = 63
• 참고문헌 = 64
• 부록 = 69