자기교시전략이 주의집중장애 유아의 충동성 및 자리이탈 행동에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of self-instructional strategies on impulsive behavior and out of seat of behavior for children with ADHD. For this purpose, three ADHD children were selected as subjects from the 5 years old children in kindergarten, through a diagnosis with DSM-IV, Conners' condensed evaluation measure for attention deficit disorder with hyperactivity and a rating sheet for over action with lack of attention.
The experiment was conducted for 20 minutes of during circle time, starting third week of September, three times a week, for eight weeks all 24 times. The design of the experiment comprised of multiple baseline design across subjects, and I recorded impulsive behavior and out of seat of children through direct observation performing an interval recording. Independent variable is self instructive program, dependent variable is MFFT(Matching-Familiar Figures Test) responding time and the number of incorrect answer and out of seat, the result represents by graph.
First, the self-instructional training was effective reducing impulsive behavior, to change the ADHD children more thoughtful than before, increasing first responding time of impulsive experiment and reducing incorrect answers.
Secondly, the self-instructional training was effective reducing the frequency of out of seat behavior in children with ADHD.
The result of the experiments proved that self-instructional strategies were effective on reducing impulsive behavior and out of seat of behavior for children with ADHD.

목차 (Table of Contents)

• Ⅰ.서 론
• 1.연구의 필요성 및 목적 1
• 2.연구문제 4
• 3.용어의 정의 4
• Ⅱ. 이론적 배경
• 1.주의력결핍 과잉행동장애(ADHD) 6
• 2.주의력결핍 과잉행동장애 중재전략 7
• 3.자기교시훈련 11
• Ⅲ. 연구방법
• 1.연구대상 15
• 2.진단도구 17
• 3.실험 측정도구 18
• 4.실험설계 20
• 5.연구도구 21
• 6.실험절차 23
• 7.자료처리 25
• Ⅳ.연구결과 27
• Ⅴ.결론 및 논의 36
• 참고문헌 40
• Abstract 45
• 부록 47