ADHD 아동 및 청소년의 학업문제에 대한 비약물적 개입의 동향과 과제 = Current Trends and Issues in Non-medication Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

다국어 초록 (Multilingual Abstract)

One of the most common characteristics exhibited by children and adolescents with ADHD is academic impairment. This review examined non-medication intervention studies on the academic impairment of students with ADHD in the general categories including behavioral interventions, academic interventions, cognitive-behavioral therapy & self-regulation. The results showed that non-medication interventions appeared to be effective in enhancing academic functioning of students with ADHD. Behavioral interventions have demonstrated an impact on academic behavioral variables while academic interventions on academic performance variables. Efficacy of cognitive-behavioral therapy in improving academic outcomes is limited. Majority of studies conducted over preadolescent boys. Thus, the extent to which these results might generalized to girls and adolescents should be examined. Studies which used teacher, parents, peers & computers as mediators for interventions showed effective. The majority of studies that have been conducted are limited by methodological flaws. Recommendations for future research efforts are delineated.

국문 초록 (Abstract)

주의력결핍과잉행동장애를 지닌 아동 및 청소년은 일반적으로 심각한 학업문제를 보인다. 본 연구에서는 ADHD를 지닌 아동 및 청소년의 학업문제를 경감시키기 위한 비약물적 개입을 개관하고 이를 토대로 추후 발전방향 및 연구과제를 제시하고자 했다. 구체적으로 국내외에서 발표된 논문을 행동적 개입, 학업적 개입, 인지행동치료, 자기조절절차로 나누어 개관하였다. 개관한 결과, 대체로 ADHD 아동 및 청소년들의 학업문제를 개선하는데 비약물적 개입은 효과적이었다. 행동적 개입이 주로 학업행동에 대해 효과를 보인 반면, 학업적 개입은 학업수행에 대해서 효과를 보이는 것으로 드러났다. 다른 치료에 비해서 학업문제에 대한 인지행동치료의 효과는 제한적이었다. 대부분의 연구가 ADHD 남자 아동에 대해서 이루어져, 향후 연구에서는 ADHD 청소년과 여아에 대한 연구가 이루어져야 할 것으로 보인다. ADHD 아동 및 청소년에게 개입할 때 교사, 부모, 또래, 컴퓨터가 개입의 매개자가 되는 것은 효과적이었다. 아울러 대부분의 연구들이 안고 있는 방법론적인 문제를 언급하였다. 연구결과를 바탕으로 추후 연구에 대한 시사점을 논하였다.

참고문헌 (Reference)

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