http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
학습장애아와 교육가능급 정신박약아의 인지 통제 능력 비교
송영혜(Song Young Hye),강위영(Kang Wi Yung) 한국재활과학회 1988 難聽과 言語障碍 Vol.11 No.2
This research compared the Cognitive Controled Ability (Cognitive Style) of Learning Disabilities and Educable Mentally Retarded. Materials are used Circle Test, Scatter Scanning Test, Leveling-Sharpening Test, Object Sort Test made by Santostefano. Both Learning Disabilities and Educable Mentally Retarded Children are from 8 to 13 years old. The result demonstrated that Learning Disabilities and Educable Mentally Retarded children are different in focusing attention, but same in selective attention. Learning Disabilities are specially poor in selective attention.
장애아(障碍兒) 치료교육(治療敎育)의 다각적(多角的) 접근기법(接近技法) - 정서장애아와 정신지체아를 중심으로 -
송영혜 ( Young-hye Song ) 대구대학교 특수교육재활과학연구소 1986 再活科學硏究 Vol.7 No.1
The purposes of this study are to view the full range of human behavior from the perspective of variance(Psychodynamic Approach, Behavioral Approach, Biophysical Approach, Sociological Approach, Ecological Approach) and to observe how the unique perspective of each autority molds his basic assumption about the reasons children behave the way they do. And this report contains the therapeutic method people usually use, namely, behavior modification, play therapy, drawing therapy, music therapy, doll therapy, developmental therapy, and contains the training example for not siting on the chair.
자폐아(自閉兒) 치료교육(治療敎育)에 대한 고찰(考察)
송영혜 ( Song Young Hye ) 대구대학교 특수교육재활과학연구소 1984 再活科學硏究 Vol.6 No.1
The present study has attempted to survey and to discuss the topic of autism. The term of autism is used in many different ways, and examined some researches which is indicating a cause or causes of the conditions of autism. and theories of causation were confused. So it is extremely different therap-eutics and education. The one is psychodynamic approach and the other is behavioral approach. And compared with other similar disabling condition such as Deafness, Blind, M. B. D., Mental Retardation and Childhood Schizophrenia. Finally, examined the effect of training program for not walking child. The program was composed two tasks. The one was peg insert the peg board and go to the tape recorder and listen the music (reinforcer). The other task was that going to teacher and took a favoriting book (reinforcer). The findings are systematic training was effective.
송영혜 ( Young Hye Song ),김현영 ( Hyun Young Kim ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2006 정서ㆍ행동장애연구 Vol.22 No.1
또래관계 어려움이 있는 아동을 대상으로 하는 또래상호작용 증진 프로그램들이 다양하게 제시되고 있지만 또래집단의 중재목표와 치료적 요인에 대해 언급한 연구는 거의 없다. 본 연구는 또래관계의 어려움을 겪고 있는 아동을 대상으로 실시한 다섯 개 또래집단 활동 프로그램의 총 48회기를 분석한 것이다. 분석한 내용은 8명의 관찰자가 선행 연구자들이 제시한 집단의 치료적 요인에 따라 분석한 결과와 프로그램에 참여한 12명 아동들의 비사회적 놀이와 사회적 놀이를 비교했다. 연구 결과에 의하면 또래집단의 치료적 요인은 집단 구성원의 특성에 따라 다르게 나타났다. 집단1은 현실검증, 자발성, 능력에 대한 믿음으로 자존감 형성으로 나타났다. 집단2는 자발성, 관찰학습, 현실검증, 집단3은 능력에 대한 믿음으로 자존감 형성, 이완, 관찰학습이며, 집단4는 자발성, 관찰학습, 억압된 감정의 해소로 나타났다. 집단5는 자발성, 관계증진, 능력에 대한 믿음으로 자존감 형성으로 나타났다. 전체적으로 자발성, 능력에 대한 믿음으로 자존감 형성, 현실검증, 관찰학습의 요인이 가장 많았으며, 프로그램이 비사회적 놀이를 사회적 놀이로 변화시키는 효과는 아동의 특성에 따라 다르게 나타났다. To resolve difficulties in peer relation, various programs have been proposed to improve peer interactions, but there have been few researches that dealt with the goals and therapeutic elements of interventions through peer group. The present study analyzed the group activities of five peer group programs applied to the children who had difficulties in peer relations and compared the results of eight observers` analysis and the social/non-social plays of 12 children seen in those programs while they were participating in. The analysis results of those activities used in the whole 48 sessions of these five structured group activities analyzed by 8 observers according to the therapeutic elements of group therapy proposed by six pioneering theoretical researchers. According to the results, the therapeutic elements of peer groups were different depending on the characteristics of group members. The therapeutic elements of each group were as follows: Reality verification, spontaneity, the development of self-esteem through the trust of therapist and peers in each child`s abilities in Group 1; Spontaneity, observational learning and reality verification in Group 2; Development of self-esteem through the trust of therapist and peers in each child`s abilities, relaxation and observational learning in Group 3; Spontaneity, observational learning and the resolution of suppressed emotion in Group 4; And spontaneity, relationship improvement and development of self-esteem through the trust of therapist and peers in each child`s abilities in Group 5. As a whole, the most frequent element were spontaneity, development of self-esteem through the trust of therapist and peers in each child`s abilities, reality verification and observational learning, and the effects of programs in changing non-social plays into social ones appeared differently according to the children`s characteristics.
송영혜 大邱大學校 再活科學硏究 1991 再活科學硏究 Vol.9 No.1
This study attempts to compair the impulsiveness of deaf children with hearing impaired parents and deaf children with nomal hearing parents. It was get a survey the precedent studies. Most of the studies were concluded that deaf children wtih normal hearing parents were more impulsive than the deaf children with hearing impaired parents. In this study, 6 children were selected and all of them were 12 years old. 3 of them had hearing impaired parents and 3 of them had normal hearing parents. For compared groups, it was used 4 test materials (Bender Gestalt Test, Tree Drawing Test, Matching Familiar Figure Test, Drawing A Person Test) and each test was scored the impulsiveness index. The findings are there is no different in two groups.