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あぁかがさざただなはばぱまやゃらわゎんいぃきぎしじちぢにひびぴみりうぅくぐすずつづっぬふぶぷむゆゅるえぇけげせぜてでねへべぺめれおぉこごそぞとどのほぼぽもよょろを

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1
한국판 문제행동 평가도구(Behavior Problems Inventory-01) 표준화 연구

최미지(Miji Choi),김예니(Yeni Kim),반지정(Ji-Jeong Ban),황석현(Samuel Suk-Hyun Hwang),김붕년(Bung-Nyun Kim),양영희(Young-Hui Yang) 대한소아청소년정신의학회 2017 소아청소년정신의학 Vol.28 No.4
- 원문보기 2
  ScienceON
  
  DBpia
Objectives: The purpose of this study was to examine the reliability and validity of the Korean version of the Behavior Problems Inventory (BPI-01) among children and adolescents aged between 3 and 18. Methods: The control group consisting of one hundred children and adolescents was recruited from schools and the patient group consisting of forty one children and adolescents with autism spectrum disorder were recruited from a hospital. We compared the measurements of both groups. To assess the concurrent validity of the BPI-01, we compared the problem behavior index of the Korean Scale of Independent Behavior-Revised (K-SIB-R) and, to assess the discriminant validity, we compared the Korean version of the Child Behavior Checklist (K-CBCL). The Cronbach’s alpha of the BPI-01 was measured to assess its reliability. Correlation analyses between the BPI-01 and the other scale were carried out to examine the former’s concurrent and discriminant validity. Results: The patient group showed a significantly higher score for all three subscales of the BPI than the control group. The Cronbach’s alpha was 0.92 for the total severity score of the BPI and ranged between 0.67–0.89 for each subscale in the patient group. All subscales of the BPI-01’s, i.e., self injurious behavior, stereotyped behavior and aggressive/destructive behavior, were significantly correlated with the corresponding subscales of the K-SIB-R. The BPI-01 generally did not demonstrate any significant correlation with emotional items such as anxiety/depression in the K-CBCL. Especially, the BPI-01’s stereotyped behavior subscale showed little correlation with externalizing behaviors such as social problems and aggressive behaviors. Conclusion: This study found that the Korean version of BPI-01 is a reliable and valid behavior rating instrument for problem behavior in developmental disabilities among children and adolescents.
2
이야기 다시 말하기를 통한 ADHD아동과 일반아동의 이야기 문법 표현능력 및 구문 복잡성 비교

서경희,반지정 대구대학교 특수교육재활과학연구소 2015 특수교육재활과학연구 Vol.54 No.2
- 원문보기
본 연구는 이야기 다시 말하기를 통하여 ADHD아동과 일반아동의 이야기 산출 능력을 비교 하여 ADHD아동의 산출 특성과 이들을 위한 효과적인 교육 방법을 개발하기 위한 기초자료를 제공하고자 한다. 이를 위하여 ADHD아동 16명과 일반아동 16명을 대상으로 [Frog, where are you?]라는 책의 내용을 그림과 함께 들려준 후 아동이 회상하여 다시 말한 내용을 분석 하였다. 연구 결과는 다음과 같다. 첫째,이야기 문법 표현능력은 집단 간 유의미한 차이가 나타났으며,장애 유무 내 성별 간에서도 유의미한 차이가 나타났으나,ADHD아동 집단과 일반아동 집단에서 성별 간의 차이는 모두 통계적으로 유의미하지 않았다. 둘째,구문 복잡성은 집단 간 유의미한 차이가 나타났으며, 장애 유무 내 성별 간에서도 유의미한 차이가 나타났으나,ADHD아동 집단과 일반 아동 집단에서 성별간의 차이는 모두 통계적으로 유의미하지 않았다. 이러한 결과를 토대로 ADHD아동의 언어적인 특성을 고려한 후속 연구의 필요성과 현장에서 이들을 위한 치료,그리고 ADHD아동에게 실질적으로 도움이 될 수 있는 실용적인 교육 방법 연구의 필요성을 제안하였다. The purpose of this study was to investigate the characteristics of narrative production abilities analysis both for children with ADHD and for peers without disabilities. In search of the answer for this study, story retelling was administered to both 16 children with ADHD and 16 typically developing children in grades 1-3. In order to have them retell a story, this article used a picture book without words, “Frog, where are you?", as a story task “Frog, where are you?" consist of 5 episodes and each episode consists of 6-15 sentences. The study procedure was to tell children one story, to ask them to retell it, and to conduct the comprehension task. An independent-sample t-test was employed to test the difference between those two groups, and Nested design was adopted to test the difference in gender in each group. The comparing study was carried out as to their grammar expression ability, construction complexity in the story task. The results of the study are as followers; Firstly, According to the result of comparing their grammar expression in story task, the group with ADHD showed a lower ability rate than the normal children’s group did. Second, According to the result of comparing their construction complexity in story task, the group with ADHD showed a lower ability rate than the normal children’s group did. The results imply that although receptive language ability is similar between ADHD child and normal child, story retelling ability of child with ADHD is lower. Therefore a more suitable educational approach and method for children of ADHD should be persistently sought. In addition, the research should be focused not only on their behavioral problems but also on their problems of language acquisition.