대한감각통합치료학회지 (The Journal of Korean Academy of Sensory Integration)

  • 제16권2호
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  • Pages.1-14
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  • 2018
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  • 1738-0405(pISSN)
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  • 2384-115X(eISSN)
대한감각통합치료학회 (Korean Academy of Sensory Integration)
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Ayres의 감각통합(Ayres Sensory Integration®) 그룹 놀이 활동이 저소득층 ADHD 아동의 감각처리능력, 사회적 기술능력과 자아존중감에 미치는 효과

The Effects of Group Play Activities Based on Ayres Sensory Integration® on Sensory Processing Ability, Social Skill Ability and Self-Esteem of Low-Income Children With ADHD

  • 이나핼 (고신대학교 작업치료학과) ;
  • 장문영 (인제대학교 보건의료융합대학 작업치료학과) ;
  • 이재신 (건양대학교 작업치료학과) ;
  • 강제욱 (인제대학교 의과대학 부산 백병원 정신건강의학교실) ;
  • 여승수 (부산교육대학교 유아교육과) ;
  • 김경미 (인제대학교 보건의료융합대학 작업치료학과)
  • Lee, Nahael (Dept. of Occupation Therapy, Kosin University) ;
  • Chang, Moonyoung (Dept. of Occupation Therapy, Inje University) ;
  • Lee, Jaeshin (Dept. of Occupation Therapy, Konyang University) ;
  • Kang, Jewook (Dept. of Psychiatry, Busan Paik Hospital, Inje University College of Medicine) ;
  • Yeo, Seungsoo (Dept. of Early Childhood Education, Busan National University of Education) ;
  • Kim, Kyeong-Mi (Dept. of Occupational Therapy, Inje University)
  • 투고 : 2018.07.25
  • 심사 : 2018.09.13
  • 발행 : 2018.09.30
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초록

목적 : 본 연구는 Ayres의 감각통합(Ayres Sensory $Integration^{(R)}$) 그룹 놀이 활동이 저소득층 ADHD 아동의 감각처리능력, 사회적 기술능력과 자아존중감에 미치는 효과에 대해 알아보았다. 연구방법 : 연구대상은 G시 교육복지학교 3개교의 2학년과 3학년 저소득층 ADHD 아동으로 실험군 10명과 대조군 10명이다. 평가도구에서 감각처리능력은 단축감각프로파일(SSP)과, 사회적 기술능력은 사회적 기술 평정 척도(SSRS)와 자아존중감은 Rosenberg의 자아 존중감 척도를 사용하였다. 중재 방법은 실험군은 Ayres의 감각통합 그룹 놀이 활동을 6주간 주 2회(총 12회), 매 50분씩 실시하였으며, 대조군은 아무런 중재를 하지 않았다. 분석방법은 SPSS 20.0을 이용하여 분석하였으며, 실험군과 대조군의 중재효과차이를 분석하기 위해 ANCOVA를 사용하였다. 모든 통계분석의 유의수준 ${\alpha}$는 .05로 설정하였다. 결과 : Ayres의 감각통합 그룹 놀이 활동을 적용한 결과는 사회적 기술척도(F=4.443, p=.05)와 하위영역인 협동(F=5.328, p=.035), 자아존중감 (F=5.358, p=.033)에서 통계적으로 유의한 차이가 있었다. 결론 : Ayres의 감각통합 그룹 놀이 활동은 저소득층 ADHD 아동의 사회적 기술척도와 하위영역인 협동, 자아존중감 향상에 효과가 있었다. 본 연구는 국내에서 감각통합중재가 일반학교에서 적용될 수 있다는 근거와 기초자료를 제공한다.

Objective : The present study investigated the effects of group play activities based on Ayres Sensory $Integration^{(R)}$ (ASI) on sensory processing ability, social skill ability and self-esteem of low-income children with attention deficit hyperactivity disorder (ADHD). Methods : A total of 20 low-income participants with children with ADHD were recruited and divided into an experimental group (n=10) and a control group (n=10). Sensory processing ability was measured via the Short Sensory Profile (SSP). Social skill ability was measured via the Social Skills Rating System (SSRS). To measure self-esteem, the Rosenberg's self- esteem scale was used. The experimental group received the $ASI^{(R)}$ group play activities for 50 minutes, twice per week for six weeks, while the control group did not receive an intervention. Level of significance of all statistical analyses was .05. Results : Social skill ability (F=4.443, p=.05), cooperation (F=5.328, p=.035) and self-esteem (F=5.358, p=.033) differed significantly between groups after the intervention. Conclusion : Our findings indicate that the group play activities based on $ASI^{(R)}$ are effective in improving social skill ability and self-esteem. This study provided a theoretical basis for the claim that sensory integration therapy should be applied in general elementary schools.

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