사회적 기술 훈련이 주의력결핍 과잉행동 청소년의 부적응 행동에 미치는 효과 = (The) Effect of Social-Skill Training on Maladjusted Behavior of the Students with Attention Deficit Hyperactivity Disorder

다국어 초록 (Multilingual Abstract)

The purpose of this study was to improve maladjusted behaviors of students with attention-deficit hyperactivity disorder(ADHD) through social-skill training.
The subjects were 3 students identified as ADHD on the basis of the DSM-Ⅳ criteria and ADD-H Comprehensive Teacher's Rating Scales(AcTeRs). They were free of intellectual impairment and communication problems.
AcTeRs and directive observation technique were used to evaluate the effects of the improvement on the maladjusted behaviors. ADHD students' maladjusted behaviors were evaluated by two observers according to time sampling observation method, and the reliability between observers was 91%.
A reversal design was used to evaluate the intervention designed to improve the maladjusted behaviors of ADHD students. This format of the design was consist of 5 day initial baseline periods, first 18 treatment sessions, second baseline, second 18 treatment sessions, and maintenance phase. The social-skill training was consist of 51 sessions of 40 minutes long, including 3 steps of problem solving through discussion, modeling, and role play.
The social-skill training showed significant improvement on all four types of maladjusted behaviors of ADHD students; inattentive, impulsive, aggressive and disruptive behavior(out of seat in class). This findings suggest that social-skill training is an effective treatment method on improving maladjusted behaviors of ADHD students.
To generalize this program, the replication study need to be performed in various conditions. In addition, it is necessary how to package many kinds of cognitive behavioral techniques and to combine effectively other approaches ; behavioral modification, cognitive and/or meta-cognitive behavioral approach, and drug therapy.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 주의력결핍 과잉행동 아동의 행동 특성 = 6
• 2. 사회적 기술 = 10
• 3. 사회적 기술 중재 전략 = 15
• Ⅲ. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 연구 도구 = 24
• 3. 표적 행동 = 27
• 4. 실험 설계 = 28
• 5. 자료 수집 및 처리 = 31
• Ⅳ. 결과 및 해석 = 32
• 1. 직접 관찰에 의한 표적 행동의 변화 = 32
• 2. 주의력결핍 과잉행동 포괄적 교사 평정 척도에 의한 영역별 부적응 행동의 변화 = 40
• Ⅴ. 요약 및 결론 = 45
• 1. 요약 및 결론 = 45
• 2. 제언 = 47
• 참고문헌 = 48
• 영문초록(Abstract) = 54
• 부록 = 56