• Clinical and Experimental Pediatrics
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• v.51 no.1
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• pp.62-66
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• 2008

Purpose : In addition to epileptic seizures (ES), a variety of physiologic, organic and psychogenic disorders can manifest as paroxysmal behavioral events. Paroxysmal nonepileptic events (PNEs) are quite encountered in infants, young children, and adolescents. In a substantial proportion of cases, a careful history and examination will elucidate their nature. However, in other cases, it is necessary to differentiate PNEs from ES by video-electroencephalographic (EEG) monitoring. We report our experiences with PNEs in a group of children and adolescents who underwent video-EEG monitoring. Methods : From September, 2004 to June, 2006, one hundred thirty patients were monitored in the Pediatric Epilepsy Monitoring Units of Korea University Guro and Ansan hospitals. Their hospital charts were reviewed and video records of these events were analyzed. We observed all patients after video-EEG monitoring for more than 3 months. Results : Typical spells occurred during monitoring in 33 patients, not associated with a seizure pattern on EEG recordings. Two patients were diagnosed as frontal lobe epilepsy on basis of typical semiology and clinical characteristics, so 31 patients were documented to have PNEs finally. The mean age of patients was $7.2{\pm}5.8\;years$. The male to female ratio was 15 (48.4%) to 16 (51.6%). Among 31 patients, fifteen patients had associated disorders such as epilepsy, developmental delay, cerebral palsy, gastric ulcer, attention deficit hyperactivity disorder or depressive disorder. Somatoform disorder and factitious disorder was frequently seen in children more than 5 years old (P<0.05). Psychogenic disorder was more frequent in female (n=6) than in male (n=2) but there was no statistical significance (P>0.05). Conclusion : Our study suggests that video-EEG monitoring is an important diagnostic tool in the evaluation of paroxysmal behavioral events. With correct diagnosis of the PNEs, several unnecessary treatment could be avoided.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.237-246
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• 1998

Objectives and Methods：This study investigated clinical characteristics, treatment modality, outcome of 57 children and adolescent inpatients(male 53, female 4) who were diagnosed as pervasive developmental disorder(PDD) by DSM-Ⅳ criteria recent five years. Results：1) The mean age at admission was $96{\pm}28.2$ months, and the mean age at which they first visited treatment facility was $52{\pm}26.6$ months. The mean hospitalization period was $43.7{\pm}31.3$ days. 2) Diagnosis：Twenty-seven(47.4%) of subjects met DSM-Ⅳ criteria for PDD NOS. Fifteen (26.3%) met for autistic disorder, nine(15.8%) met for Asperger's syndrome, and two(3.5%) met for childhood disintegrative disorder. 3) Comorbid diagnosis：The most common comorbid dignosis was attention deficit hyperactivity disorder(23.8%). 4) IQ test：IQ test for twenty-eight subjects was possible. The Average of the subjects was $70{\pm}27.5$. Fifteen(53.6%) of the subjects were approximate or under 70. 5) Neurology Abnormality：EEG findings of eleven(21.2%) subjects were abnormal, brain CT or MRI findings of eight subjects(21.6%) were abnormal. 6) Family Hx：Depressive disorder were found in Eight mothers(14%). Familial loading was found in twenty families(35.1%), and familial loading of PDD was found in three(5.3%). Conclusion：The most important thing for the management of PDD is early detection and early treatment. To do so, multidisciplinary team approach should be emphasized.

• Horticultural Science & Technology
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• v.31 no.6
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• pp.821-827
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• 2013

The purpose of this study was to investigate the effects of three kinds of horticultural activities (HAs) on attention concentration of elementary students. We selected 20 students using a Wee Class counseling office at J elementary school in Yeongcheon, and divided them into experimental and control groups composed of ten students each. The experimental group participated in three HAs including flower arrangement, planting, and pressed flower. Each HA was composed of three sessions and a session proceeded for a week. For the examinations of attention concentration, two groups responded the questionnaires before a week of the first session and at the end of the 9th session, only the experimental group participated in the measurement using grid by Harris before a week of the first session and at the end of each HA every week. The results of questionnaire survey showed that the scores of problem in emotion and problem in controlling, and the total score decreased 9.2, 7.8, and 19.0 points, respectively (P < 0.05), indicating that the attention concentration of the experimental group improved compared with the control. In the measurements using grid by Harris, the flower arrangement, planting, and pressed flower activities increased the scores by 2.22, 2.49, and 2.41 points compared with the pre-HA of 6.00, respectively (P < 0.05), that means the improvements of attention concentration. At the post-HAs, the flower arrangement, planting, and pressed flower activities increased the scores by 1.12, 1.39 and 1.31 points compared with the control group of 7.10, respectively (P < 0.05). In conclusion, the indoor HAs improved the attention and concentration of elementary students irrespective of kind of activities.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.2
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• pp.1-14
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• 2018

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.