인지행동적 자기통제훈련이 ADHD 아동의 자기통제능력과 과제수행능력에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of cognitive-behavioral intervention for self-control on the improvements of self-control ability and task performance in children with ADHD.
The hypotheses assumed in this study were as follows:
First, the experimental group with cognitive-behavioral intervention for self-control will be improved self-control ability in the posttest and follow-up test greater than control group.
Second, the experimental group will be improved a rate of cognitive modal task performance in the posttest and follow-up test greater than control group.
Third, the experimental group will be decreased the frequency of errors of cognitive modal task performance in the posttest and follow-up test greater than control group.
Fourth, the experimental group will be improved the academic achievement in the posttest and follow-up test greater than control group.
Subjects in this study were selected 20 children with ADHD, who were third grade of an elementary school and the average age of 9 years 2months.
Experimental group received 12 sessions of cognitive-behavioral self-control intervention for 4 weeks. Each intervention sessions took 40 minutes. Control group participated in regular play activities.
Experimental design of the study was pretest-posttest-follow-up test of group(experimental vs. control). Statistical analysis was performed by the technique of ANOVA, t-test, and Wilcoxon matched-pair signed-ranks test in SPSS/PC+8.0.
The dependent variables were self-control, MFFT latency, MFFT error and academic achievement.
The following conclusions were drawn from results of this study.
First, the cognitive-behavioral intervention for self-control in children with ADHD improves significantly their self-control ability and maintained the improvement 2 weeks later.
Second, the cognitive-behavioral intervention for self-control in children with ADHD improves significantly their MFFTlatency, MFFTerror and maintained the improvement 2 weeks later. the cognitive-behavioral intervention for self-control in children with ADHD does not improves significantly their academic achievement in short and long term, but improves slightly better than children with no intervention.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 가수 = 4
• 4. 용어의 정의 = 5
• 5. 연구의 제한점 = 6
• II. 이론적 배경 = 8
• 1. 주의력 결핍 과잉행동 아동의 개념 및 특성 = 8
• 2. 자기통제의 이론적 접근 = 14
• 3. 자기통제와 인지양식 = 19
• 4. 자기통제 훈련 = 18
• III. 연구방법 = 26
• 1. 실혐대상 = 26
• 2. 검사도구 = 27
• 3. 실험설계 = 28
• 4. 실험절차 = 29
• 5. 결과처리 = 34
• IV. 결과 = 37
• 1. 자기통제능력 = 37
• 2. 과제수행능력 = 39
• V. 논의 = 47
• 1. 자기통제능력의 개선효과 = 47
• 2. 과제수행능력의 개선효과 = 48
• VI. 결론 및 제언 = 52
• 1. 결론 = 52
• 2. 제언 = 52
• 참고문헌 = 54
• 영문 초록 = 61
• 부록 = 63