ADHD에 대한 유아 교사와 부모의 지식과 중재 수용도 비교 = Recognition comparion between early childhood educators and parents with ADHD early childhood about ADHD knowledge and intervention acceptance

다국어 초록 (Multilingual Abstract)

The purpose of this study explores the direction for the early detection and the development of intervention programs; how much right knowledge on ADHD children do teachers and parents have, to some extent they can effectively intervene and accommodate the children, and how the knowledge of teachers and parents with ADHD and the mediation intervention acceptance are correlated from the Investigation ADHD in children.
To achieve the above objectives, the following research questions were set.
First, there is the difference between teachers and parents of knowledge on ADHD children?
Second, the intervention acceptance of ADHD children is different between teachers and parents?
Third, the knowledge of teachers and parents about ADHD children and intervention acceptance are correlated?
To solve the above problems, preschool teachers and parents were conducted from December 2009 to February 2010. There were total 216 people included in 118 people of early childhood teachers, 98 people of parents with ADHD children.
Used in this study, as a tool, knowledge of ADHD, the revised 32-item mediation acceptance query were made Geum Yong Il (2002),Lee Jung Ok (2004) to complement. It is used 19 questions of Kim Hyoung Joo(2002), Lee Jung Ok (2004), Hwang Soon Yong (2007).
The difference between teachers and parents is analyzed, using the data gathered by SPSSWIN 12.0, ADHD. It was conducted t-test in order to know the difference of mediation acceptance, and correlation analysis was performed to find out the correlation between knowledge and the acceptance of mediation.
Results from this study are summarized as follows.
First, comparing the difference between teachers and parents in the behavioral characteristics of the 19 questions in all early childhood, the knowledge on ADHD of teachers was higher. In the 4 questions about the cause of ADHD, it shows parents have higher knowledge. On the other hand, it represents that both parents and teachers have lower level of knowledge on the cause than on behavioral characteristics, course and treatment. Moreover, teachers and parents have a similar level of progress and treatment knowledge.
Second, teachers and parents were all above average about acceptance of intervention. It comes the parents was showing a high degree of the acceptance of medical intervention. For behavioral interventions, teachers comprehend more detailed. For Educational intervention, moreover, parents have a high level of understanding compared with medical interventions and behavioral interventions. In the five questions among sub-seven items of the educational intervention, it represents that parents has higher acceptance.
Third, looking at the relationship between the mediation acceptation and ADHD knowledge, preschool teachers have the correlation of medical interventions and knowledge. However, it isn’t correlated between behavioral interventions and educational interventions. It is found that the knowledge of parents is related to behavioral interventions, as well as the knowledge of the behavioral characteristics is correlated with educational interventions for parents.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. ADHD의 정의 및 특성 8
• 2. ADHD의 원인 및 진단 14
• 3. ADHD에 대한 중재 방법 21
• 4. 교사와 부모의 ADHD 지식에 관한 선행연구 32
• Ⅲ. 연구방법 36
• 1. 연구 대상 36
• 2. 연구 도구 39
• 3. 연구 절차 42
• 4. 자료 처리 44
• Ⅳ. 연구결과 46
• 1. ADHD의 지식에 대한 유아 교사와 부모의 차이비교 46
• 2. ADHD 유아의 중재 수용도에 대한 유아 교사와 부모의 차이비교 55
• 3. 유아 교사와 부모의 ADHD 지식과 중재 수용도의 상관관계 61
• Ⅴ. 논의 64
• Ⅵ. 요약 및 결론 73
• 1. 요약 73
• 2. 결론 75
• 참고문헌 78
• 부 록 85
• Abstract 95