대한감각통합치료학회지 (The Journal of Korean Academy of Sensory Integration)

  • 제15권1호
  • /
  • Pages.10-20
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  • 2017
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  • 1738-0405(pISSN)
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  • 2384-115X(eISSN)
대한감각통합치료학회 (Korean Academy of Sensory Integration)
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고유-전정감각 중심의 감각통합 중재가 초등학교 저학년 아동의 글씨쓰기와 소운동에 미치는 영향

The Effect of Sensory Integrative Intervention Focused on Proprioceptive-Vestibular Stimuli on the Handwriting and Fine Motor Function in Lower Grade Elementary School Children

  • 황지혜 (보연아동청소년발달지원센터) ;
  • 김희정 (가야대학교 작업치료학과) ;
  • 정혜림 (가야대학교 작업치료학과)
  • 투고 : 2017.07.06
  • 심사 : 2017.09.01
  • 발행 : 2017.09.11
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초록

목적 : 본 연구는 고유-전정감각 중심의 감각통합 중재가 초등학교 저학년 아동의 글씨쓰기와 소근육 능력 향상에 영향을 미치는지 알아보고자 하였다. 연구방법 : 본 연구는 부산 소재 초등학교에 재학 중인 저학년 아동 8명을 대상으로 단일집단 사전-사후 설계(one group pretest-posttest design)를 사용하였다. 2016년 5월에서 10월까지 주 2회, 총 14회기의 고유-전정감각 중심의 감각통합중재를 실시하였으며 글씨쓰기와 소근육 능력에 대한 측정은 한글자모쓰기검사와 Bruininks-Oseretsky Test of Motor Proficiency (BOTMP)의 Fine motor영역 검사를 실시하였다. 결과 : 중재 후 한글자모쓰기검사 결과 자음쓰기와 전체 총점은 통계적으로 유의한 차이를 나타냈으며 모음쓰기는 통계적으로 유의한 차이는 없었으나 점수의 향상을 나타내 글씨쓰기 능력의 향상을 나타냈다. BOTMP-Fine motor결과 Response Speed항목은 통계적으로 유의한 차이를 나타냈으며 Visual-Motor control항목은 중재 전후로 점수의 증가가 있었으나 통계적으로 유의한 차이는 없었다. 결론 : 본 연구는 고유-전정감각 중심의 감각통합 중재가 초등학교 저학년 아동의 글씨쓰기와 소근육 능력 향상에 긍정적 영향을 미치는 것을 확인하였다.

Objective : The purpose of this study was to investigate the effect of proprioceptive-vestibular based sensory integrative intervention on handwriting and fine motor function in elementary school students in grades 1 to 3. Methods : In this study, eight students in an elementary school in Busan were enrolled. The intervention was conducted twice a week from May to October, 2016, and a total of 14 intervention sessions were conducted. In order to evaluate the writing ability and the fine-motor exercise ability before and after the intervention, the fine-motor movement items of the Korean alphabet writing test and the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) evaluation were used. Results : There was a statistically significant difference between the total scores of consonant writing and the Korean alphabet writing assessment after the intervention. In BOTMP-Fine motor, the response speed items showed statistically significant difference. Visual-motor control scores increased during intervention, but the statistical significance was not found. Conclusion : Sensory integration interventions might have positive effects on elementary school students' writing skills and fine motor functions.

키워드

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