모래놀이치료가 ADHD성향 아동의 문제행동에 미치는 영향

다국어 초록 (Multilingual Abstract)

There are many children who often wander about the classroom, make noise during school hours. They are not concentrated on the study and furthemore hinder others to continue to studying. These children hinder the teacher to teach other children and make the teacher can't lead that children to the right way. These are called ADHD children.
ADHD children show extreme symptoms of inattention, impulsivity and hyperactivity. Extreme symptoms of are as follows: ADHD children are as follows: ADHD children can't concentrate on the work in detail, sometimes make mistakes, and can't concentrate on the work consistently, and usually can't listen to the others. So, They can't conduct any mission, systemize the work, lose their things, and distracts easily by external stimulus.
Impulsivities are as follows: ADHD children answer the question before the finishment of the questionaire, and have a difficulties in waiting. They usually interfere other's behavior. Hyperactivities are as follows: ADHD children move continuously the body, break away from the group, jump about. They can't take a silent rest and play, act noisily, and make a big noise.
The defficiency of the learning ability depends not only on the intelligence but also on the inattention also. It says that the improvement of the inattention can improve the learning ability.
ADHD children usually had been treated to improve their ability by the medicine theraphy, behave theraphy, cognitive theraphy, education by their parent. Although these treatment can improve one part of disables with the ADHD children, It can't improve all part of disables of the ADHD children.
Sand play theraphy uses the sand and figures which is familiar with the children. It can supply the opportunities to the children to impress theirselves more freely than any other theraphies. It makes the children who can't learn how to speak express their thoughts into the sand play. This can induce the mind of the children not only the disabled behavior but also self unconsciousness. So, the therapiest can change and improve the children.
This thesis studied the effects of the sand play theraphy to the improvement of the inattentions of a seven year old ADHD children. To try this, usual sand play equipment was used and the experiment was designed for one child and analyzed the results by the ABAB method.
ADHD child have played sand play equipment for thirty three days, and the teacher guided the child some behavior and evaluated the behavior pattern of the child.
The following results can be obtained from the experiments.
Sand play could improve the inattention of the child. The lay down frequency, The break away frequency, the shout frequency during learning time which were a typical symptoms of the ADHD child was reduced with the sand play time.

목차 (Table of Contents)

• Ⅰ. 서 론 ------------------------------------------------------1
• A.연구의 필요성과 목적 ----------------------------------------1
• B.연구문제 ----------------------------------------------------3
• C.용어의 정의 -------------------------------------------------3
• Ⅱ. 이론적 배경 ---------------------------------------5
• A. ADHD의 개념 및 특성 --------------------------------5
• 1. ADHD 진단 ----------------------------------------7
• 2. ADHD의 병인---------------------------------------11
• 3. ADHD 아동을 위한 치료------------------------------13
• 4. 사회성 --------------------------------------------19
• B. 모래놀이 치료 ---------------------------------------21
• 1. 모래놀이치료의 역사 ----------------------------------21
• 2. 모래놀이치료의 관련 이론 -----------------------------22
• 3. 모래놀이의 치료단계 ----------------------------------25
• C. ADHD에 대한 모래놀이치료 선행연구 고찰 ---------------28
• Ⅲ. 연구방법 -----------------------------------------30
• A. 연구 참여자 -----------------------------------------30
• B. 실험설계 ----------------------------------------32
• 1. 실험기간 -------------------------------------------32
• 2. 실험장소 -------------------------------------------32
• 3. 실험방법 -------------------------------------------32
• 4. 실험절차 -------------------------------------------34
• 5. 관찰자간 신뢰도 -------------------------------------34
• C. 연구도구 --------------------------------------------36
• 1. 관찰 표적행동의 정의 ---------------------------------36
• 2. 관찰체크리스트 --------------------------------------37
• 3. 문제행동 평가 --------------------------------------37
• Ⅳ. 연구결과 및 해석 ---------------------------------38
• A. 주의산만(수업시간에 눕기 등) 행동--------------------38
• B. 과잉행동(수업시간에 자리이탈 등)-----------------------40
• C. 충동성 행동(소리 지르기 등) -----------------------42
• Ⅴ 결론 및 제언 --------------------------------------44
• A. 결론 -----------------------------------------------44
• B. 제언 -------------------------------------------46
• 참고문헌 ------------------------------------------47
• Abstract ---------------------------------------------49
• 부록 -------------------------------------------------51