다중지능 이론에 기초한 강점지능 활용 국어학습이 ADHD 학생의 부적응 행동에 미치는 영향 = Effects of Strong Intelligence-focused Korean Learning on Maladjustment Behaviors of ADHD Learners, based on Multiple Intelligence Hypothesis

다국어 초록 (Multilingual Abstract)

The purpose of the study was to understand how strong intelligence-focused Korean learning, based on Gardner`s Multiple Intelligence Hypothesis, affects learners diagnosed with ADHD. In order to achieve the research goal, the study conducted a multiple intelligence test targeting one individual ADHD learner, and re-designed a Korean learning-teaching plan focusing on the verbal intelligence, a strong intelligence. The target learner in the study certainly had competent verbal intelligence and yet, the learner did not like writing but loved speaking in front of others. In consideration of the fact, the study created a class mostly focusing on group speaking activities and discussions, and looked into how such activities influence the learner`s problem behaviors as assignment nonfulfillment, actions of disturbance and swearing. The results of the study are summarized as follows. First, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis turned out to have a positive influence on reducing of the ADHD learner`s assignment nonfulfillment. During the intervention instead of the baseline session, the assignment nonfulfillment behavior was remarkably decreased. Although the nonfulfillment rate during the maintenance period was a bit higher than the intervention, since the rate appeared lower than the baseline session, the study concluded that the strong intelligence of the multiple intelligences would be effective in reducing problem behaviors of a ADHD learner. In addition, for a learner with the strong verbal intelligence, the study confirmed that it would be better to give the learner an individual class, and a chance to speak in front of the whole class while encouraging the learner to share ideas with other peers in the group. Second, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis was observed to have a positive influence on the ADHD learner`s disturbance actions during class. For the intervention, the target learner in the study was assigned to a proper group responsibility rather than a private assignment with several chances to use one`s strong intelligence, the verbal intelligence. During this intervention, the actions of class disturbance were down to 34.7% comparing to the baseline session. The rate was reduced even during the maintenance period than the baseline session and for that reason, it was learned that the strong intelligence-focused Korean learning would decrease a ADHD learner`s disturbance actions during class. Third, the study figured out that the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis would reduce the ADHD learner`s swearing in a positive way. During the intervention, the frequency of the target learner`s swearing decreased a great deal but during the maintenance period after the intervention, the learner swore as much as one did during the baseline session. The study has comp up with proposals as follows. First, the problem resided in how to generalize the results of the study. However, the study had only one target learner whose intelligence was relatively higher than those of other ADHD learners. In other words, from the beginning, the target learner in the study was able to produce more positive results in a group discussion, and if more participants could be examined in a following study on the same topic, results of such study would be more generalized. Second, this study aimed to investigate effects of strong intelligence of the multiple intelligences on problem behaviors of ADHD learners. However, it would be significant at the same time if a following study in the future discusses how to help ADHD learners to make up for their weak intelligences while examining weak intelligences of the ADHD learners, and making a use of their strong intelligences. Third, the strong intelligence of the multiple intelligences could be used to fix problem behaviors of not only ADHD learners but also general students. The general students do have strong intelligences of their own, and problem behaviors that they would want to improve. Hence, the study suggests that teachers generalize Gardner`s Multiple Intelligence Hypothesis, providing the students chances to use their strong intelligences both at school and in daily life. That way, the students will finally build up positive self-consciousness inside them with the help of the teachers.The purpose of the study was to understand how strong intelligence-focused Korean learning, based on Gardner`s Multiple Intelligence Hypothesis, affects learners diagnosed with ADHD. In order to achieve the research goal, the study conducted a multiple intelligence test targeting one individual ADHD learner, and re-designed a Korean learning-teaching plan focusing on the verbal intelligence, a strong intelligence. The target learner in the study certainly had competent verbal intelligence and yet, the learner did not like writing but loved speaking in front of others. In consideration of the fact, the study created a class mostly focusing on group speaking activities and discussions, and looked into how such activities influence the learner`s problem behaviors as assignment nonfulfillment, actions of disturbance and swearing. The results of the study are summarized as follows. First, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis turned out to have a positive influence on reducing of the ADHD learner`s assignment nonfulfillment. During the intervention instead of the baseline session, the assignment nonfulfillment behavior was remarkably decreased. Although the nonfulfillment rate during the maintenance period was a bit higher than the intervention, since the rate appeared lower than the baseline session, the study concluded that the strong intelligence of the multiple intelligences would be effective in reducing problem behaviors of a ADHD learner. In addition, for a learner with the strong verbal intelligence, the study confirmed that it would be better to give the learner an individual class, and a chance to speak in front of the whole class while encouraging the learner to share ideas with other peers in the group. Second, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis was observed to have a positive influence on the ADHD learner`s disturbance actions during class. For the intervention, the target learner in the study was assigned to a proper group responsibility rather than a private assignment with several chances to use one`s strong intelligence, the verbal intelligence. During this intervention, the actions of class disturbance were down to 34.7% comparing to the baseline session. The rate was reduced even during the maintenance period than the baseline session and for that reason, it was learned that the strong intelligence-focused Korean learning would decrease a ADHD learner`s disturbance actions during class. Third, the study figured out that the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis would reduce the ADHD learner`s swearing in a positive way. During the intervention, the frequency of the target learner`s swearing decreased a great deal but during the maintenance period after the intervention, the learner swore as much as one did during the baseline session. The study has comp up with proposals as follows. First, the problem resided in how to generalize the results of the study. However, the study had only one target learner whose intelligence was relatively higher than those of other ADHD learners. In other words, from the beginning, the target learner in the study was able to produce more positive results in a group discussion, and if more participants could be examined in a following study on the same topic, results of such study would be more generalized. Second, this study aimed to investigate effects of strong intelligence of the multiple intelligences on problem behaviors of ADHD learners. However, it would be significant at the same time if a following study in the future discusses how to help ADHD learners to make up for their weak intelligences while examining weak intelligences of the ADHD learners, and making a use of their strong intelligences. Third, the strong intelligence of the multiple intelligences could be used to fix problem behaviors of not only ADHD learners but also general students. The general students do have strong intelligences of their own, and problem behaviors that they would want to improve. Hence, the study suggests that teachers generalize Gardner`s Multiple Intelligence Hypothesis, providing the students chances to use their strong intelligences both at school and in daily life. That way, the students will finally build up positive self-consciousness inside them with the help of the teachers.