인지행동적 자기통제훈련이 ADHD 아동의 문제행동에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of study was to search the effect of cognitive-behavioral intervention for self-control on children with ADHD in 2nd grade of the elementary school.
The conclusion through the result and the discussion is as follows;
First, cognitive-behavioral Intervention for self-control is effective for reducing the impulsive behaviors of children with ADHD. The SCRS test showed that the improvement of self-control was seen on both of two children and the effect was maintained. The MFFT test also showed that the time of the first selective reaction got slow and the error rate also decreased, which had a positive and continuous effect on reduction of the behaviors of children with ADHD. And the behavior measurement showed that the effect of the improvement in impulsive behaviors was seen distinctly and also continuous.
Second, cognitive-behavioral Intervention for self-control is effective to reduce hyperactive behaviors in children with ADHD. As a result of researching the effect on the distracted behaviors, one of hyperactive behaviors in children with ADHD, the behavior measurement showed that their hyperactive behaviors had decreased slowly since the program began, which leaded to the explicit improvement on the distracted behaviors on both of children and the effect was maintained. And according to the result of researching the effect on the behavior of interrupting others, the behavior measurement showed that in the early stage there was no reaction, but as time went by, the effect appeared gradually.
In summary, generalization of behaviors, the effects and the ratio are different according to children, but cognitive-behavioral Intervention for self-control have a positive effect on the improvement of impulsive and hyperactive behaviors in children with ADHD and this effect was maintained.
These are suggested on the basis of the results above.
First, it wasn’t proved in this study whether the self-control effect could be generalized for children in other ages or not, even though its effect can be generalized for children with ADHD in 2nd grade of the elementary school. Cognitive-behavioral intervention for self-control should be developed according to the grades and available with teachers through the follow-up research.
Second, cognitive-behavioral intervention for self-control was executed just for children with ADHD, but should be executed for children with other disorders.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• II. 이론적 배경 = 6
• 1. ADHD발생 원인 = 6
• 2. ADHD 아동의 특성 = 7
• 3. 자기통제의 이론적 접근 = 11
• 4. 자기통제와 인지양식 = 14
• 5. 자기통제훈련 = 15
• III. 연구방법 = 22
• 1. 연구대상 = 22
• 2. 연구도구 = 25
• 3. 연구설계 = 32
• 4. 연구절차 = 33
• 5. 자료처리 = 34
• IV. 결과 및 논의 = 35
• 1. 충동성에 미치는 효과 = 35
• 2. 과잉행동에 미치는 효과 = 40
• V. 결론 및 제언 = 47
• 1. 결론 = 47
• 2. 제언 = 48
• 참고문헌 = 49
• 영문초록 = 55
• 부록 = 57