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RISS 인기검색어
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- 저자 : 강호연 ( Kang¸ Hoyeon ) (검색결과 2 건)
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강호연,채용권,이고은,이효설,최성철,남옥형,Kang, Hoyeon,Chae, Yongkwon,Lee, Koeun,Lee, Hyo-seol,Choi, Sungchul,Nam, Okhyung Korean Academy of Pediatric Dentistry 2021 大韓小兒齒科學會誌 Vol.48 No.1
This study aimed to evaluate the long-term outcomes of teeth treated with reattachment technique in children and adolescents. Twenty seven permanent anterior teeth from 21 patients treated with fragment reattachment were evaluated. Clinical photos and medical records were used to assess treatment outcomes. Effect of pulp treatment and the ratio of fragment on success rate were statistically analyzed. Detachment of fragment was observed in 17 teeth, and their duration of retention was 21.41 ± 23.39 months. Repeated trauma was found to be the most frequent causes of failure. Pulp treatment before reattachment did not affect the success rate (p > 0.05). The mean ratio of fragment was 0.482 ± 0.147, and the success rate was affected by the ratio of fragment (p = 0.018). The median retention time of the teeth was 72 months if the ratio was under 0.5, and 8 months for that of the others. A significant correlation was found between the ratio of fragment and retention time (p = 0.003). Reattachment can be a predictable treatment option for crown fracture in anterior teeth in children and adolescents when a fracture involves less than 50% of the clinical crown. 이 연구의 목적은 소아 및 청소년의 영구치 치관 파절시 파절편 재부착술의 추적 관찰 결과를 평가하고자 함에 있다. 21명의 27개의 영구치 파절편 재부착술을 시행한 환자를 대상으로 임상 사진, 방사선 사진 및 의무기록을 활용하여 평가하였다. 파절편 탈락은 총 17개 치아에서 관찰되었으며 반복적인 외상이 가장 빈번한 실패 원인이었다. 파절편 재부착술과 치수치료 시행 유무는 통계적으로 유의미하지 않았다(p > 0.05). 평균 파절편 비율은 0.482 ± 0.147이며 성공률은 파절편 비율과 유의미한 상관관계를 나타냈다(p = 0.018). 평균 파절편 유지 기간은 72개월이며 파절편 유지 기간과 파절편의 비율은 통계적으로 유의미한 상관관계를 나타냈다(p = 0.003). 소아 및 청소년의 영구치 치관 파절시 파절편 비율이 50% 미만인 환자에서 파절편 재부착술은 예측 가능한 치료 방법이 될 수 있다고 판단된다.
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청소년기 자폐성장애 학생을 대상으로 한 개인중심계획 수립 및 실행 사례연구
강호연 ( Kang¸ Hoyeon ),서효정 ( Seo¸ Hyojeong ) 대구대학교 한국특수교육문제연구소 2021 특수교육저널 : 이론과 실천 Vol.22 No.3
[Purpose] The purpose of this study was to examine the experiences of special education teachers at a special school while they established and implemented personal-centered plans that utilize the Supports Intensity Scale for children. [Method] Data were collected through meetings, interviews, and class logs from September to December 2020 and a case study was conducted. [Results] The students participated in their person-centered plan meetings and tried to reach their own goals with supports from special teachers and parents based on their strengths and aspirations. During this process, the priority for the special teachers to focus on in class was determined and both parents and students cooperated systematically with each other. The implications of implementing person-centered plans were as follows: (a) the person-centered planning placed the student at the center of the overall process from the beginning to the end, (b) stakeholders worked together to reflect the philosophy of person-centered planning in their own classes, and (c) there is still a long way to go in order to successfully implement person-centered plans. [Conclusion] When person-centered plans are applied at school sites, They should be harmonized with each student’s individualized education plan. In addition, flexible instructional designs and instruction reconstruction need to be considered.
ScienceON
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