• Therapeutic Science for Rehabilitation
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• v.10 no.4
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• pp.7-24
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• 2021

Objective : This study examined the characteristics of the literature involving a single-subject research design among positive behavior support intervention studies to improve problem behavior in children with autism spectrum disorders and assess the quality level. Methods : This is a literature study, and the targets of analysis were nine single-subject research papers published between 2011 and 2020. The subject papers were analyzed by dividing them into general characteristics and the qualitative levels according to the content of the research method. Results : Analysis of analyzing the contents of the study showed that the subjects were preschool and elementary school-age children at the same ratio. Furthermore, the study design involved mostly the middle and multiple baseline designs among the behaviors. All papers presented social validity, intervention fidelity, and observer reliability. Problem behaviors included self-injury and aggression behaviors, disturbing behaviors, and seat break-away behaviors, while the most dependent variables were measured through partial interval recording. As a result of confirming the intervention effect, the effect was confirmed in intervention, maintenance, and generalization. All analysis studies showed high-quality levels. Conclusion : This study confirmed the content and qualitative level of the thesis that applied the single-subject research design among positive behavior support intervention studies for problem behaviors of children with autism spectrum disorders. Positive behavior support intervention, an evidence-based intervention for children with autism spectrum disorders, was confirmed an effective intervention for autism spectrum disorders.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2019.11a
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• pp.155-157
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• 2019

한-인니 간 해양 협력 MOU(2016.5)를 기반으로 현 정부의 신남방정책에 따라 협력사업 다변화 및 우리 기업의 진출 교두보 마련을 위한 해양수산부의 해외항만개발 협력지원사업으로 '인도네시아 항만개발 기본계획 및 타당성조사'를 추진중에 있다. 본 논문에서는 인도네시아 해양조정부(CMMA)의 주도하에 북깔리만탄 주정부와 민간기업이 합작 추진하는 따나쿠닝 신항만 및 산업단지의 PPP 사업 진행을 위한 OBC 단계의 주요 연구내용, 중앙정부 항만 정책, BAPPENAS가 규정하는 PPP 절차에 부합하는 타당성조사의 수행사례를 다룬다. 특히 인도네시아정부의 PPP사업 시행절차를 소개하고, 수요예측 및 개발규모, 항만기본계획, 경제적·재정적 타당성분석과 전체 PPP 추진전략을 제시하여 해외항만개발사업에 진출시 참고할 수 있도록 하였다.

• 대한공업교육학회지
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• v.36 no.2
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• pp.201-208
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• 2011

The purpose of this study was to develop the workplace etiquette education program for strengthen of employment capability of specialized high school students. Basically the program was developed through three steps of preparation, development and improvement. In the preparation stage, needs of student, teacher, industry was surveyed and the topic of the workplace etiquette education program was selected. In the development stage, set up educational goals of the program and form the program classified into 4 parts: (1) work and etiquette, (2) understanding of organization in the workplace, (3) proper the workplace etiquette, (4) managing oneself. In the improvement stage, verified validity by experts, executed pilot test and field test by students, and corrected the program. The result of the study, the workplace etiquette education program for strengthen of employment capability of specialized high school students has features as fellows: First, the program was designed as a 8 hour, and can be applied flexibly according to situation. Second, the program consist of various cases that occur in the workplace. Third, the program consist of four contents of (1) work and etiquette, (2) understanding of organization in the workplace, (3) proper the workplace etiquette, (4) managing oneself. Fourth, the program basically consist of two parts for students and teacher. Fifth, the program would be used in the subject of 'Career and work' in high school and also applied to the career education such as creative hands-on activities, creative discretion activities, and extracurricular activities.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.337-349
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• 2021

This study tried to develop a lifestyle redesign program that can be applied to college students. For program development, the Delphi research method was implemented with 8 experts. Based on previous studies on lifestyle and time use, the first Delphi survey investigated the prioritization of occupations through evaluation instruments, lifestyle types, and living time survey tables. In the second Delphi survey, it was constructed based on the opinions of experts, and when the content validity ratio was low, it was reconstructed by modifying and supplementing it. In the third Delphi survey, while maintaining the framework of the secondary content, the experts' own responses from the second time and the second average score with other experts were presented together. As a result of this study, a program with an average score of 3.88~4.00, a content validity ratio of 1.00, and a convergence of 0.00 was finally derived. In the lifestyle redesign program for college students, the first step of the pre-intervention evaluation is to identify the lifestyle type, apply evaluation tools, and select occupations. In the second step, the lifestyle is redesigned by the intervention execution, and the facilitator intervenes to help college students do well their tasks. The program was developed by encouraging them to practice, checking the lifestyle type change as a result of the intervention in step 3, applying evaluation instruments after the intervention, and ending the program in the last step. This study provided a rationale for using lifestyle redesign program as an intervention to change their occupational performance patterns in order to successfully carry out the life they want.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.361-372
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• 2018

The purpose of this study was to develop an assessment scale for healthy aging of middle aged women. The data were collected from 385 middle aged women in two large cities in Korea. The development processes of the scale were followed: Development of preliminary items; Verification of content validity and reliability; Factor analysis and criterion validity of final items. Results: Factor analysis resulted in the creation of the final scale, which consisted of 38 items that were grouped into 9 factors: self achievement, physical change adaptation, psychological change adaptation, interpersonal relationships, menopausal symptom adaptation, economic stability, physical health, social support, social change adaptation. The explanatory variance was 64.03%. The reliability of the scale was Cronbach's ${\alpha}=.90$. Correlation of the scale with healthy aging and depression, established its construct and concurrent validity was r=-.69, p<.001. The scale was confirmed to have a relatively high validity and reliability. The findings of the study can be useful as a measurement to evaluate healthy aging of middle aged women. Future researches with the scale will be helpful for basic data for the program development to support healthy aging of middle aged women.

• Korean Journal of Food Science and Technology
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• v.39 no.2
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• pp.138-145
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• 2007

The effects of amylopectin and hydrocolloid (locust bean gum and guar gum) content on wheat flour dough and noodle properties were investigated. As the amount of amylopectin increased, the water absorption rate (farinograph), the tension (tension test), the gel stability (freeze-thawing treatment), and the springiness and the cohesiveness (TPA) increased, but the pasting temperature (RVA), the lightness and yellowness (color measurement), and the hardness (TPA) tended to decrease. In sensory evaluations, the scores for cohesiveness, springiness, and acceptability of cooked noodle increased as the proportion of amylopectin increased. The proper combination of amylose/amylopectin ratio and hydrocolloids improved the freeze-thaw stability and the sensory acceptability of wheat flour dough and noodle.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.879-889
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• 2017

The purpose of this study is to develop the evaluation criteria for students' research reports on online science inquiry problems that promote thinking abilities. The steps of developing the evaluation criteria are as follows; First, based on previous study results and literature review, the evaluation categories of the science inquiry contents were determined: 1) knowledge, 2) logical and analytical thinking, 3) critical thinking, 4) science process skills, 5) problem-solving, and 6) creative thinking. Second, evaluation criteria are developed according to the following steps: 1) define each category, 2) identify sub-category, 3) develop evaluation criteria for all categories that could serve as guidelines in the development of scoring rubrics, and 4) expert validation processes were performed. Finally, the usability test for these evaluation categories and criteria were done by being applied to the development of real scoring rubrics for 24 problems included in e-learning contents. Then the users' feedbacks were filed and the implications of this study were discussed.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.19-28
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• 2005

The purpose of the research is to examine design of the educational computing course for early childhood teacher. It was based on a development of the early childhood and unification of the computer activities in the curriculum. For these purpose, a number of literatures for the early childhood computer activities and teacher's want of the computer training were reviewed. In a result, it was made prototype of the educational computing course for early childhood teacher. Then, It was corrected and strengthened since then answered by 15 national kindergarten teacher located in Taejon. Based on these quality analysis, we designed a curriculum model for educational computing course for early childhood teacher. The developed the educational computing course for early childhood teacher would help the teachers to have critical attitude and necessary skills to access useful information using a computer and to appropriately respond to the changing educational environments by adopting computers in schools.

• Korean Journal of School Psychology
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• v.15 no.3
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• pp.399-431
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• 2018

The purpose of this study was to summarize the empirical literature on implementation of positive behavior support (PBS) within a multi-tiered system of supports in American and Korean schools and to compare its key features and outcomes in an attempt to suggest future directions for development of a Korean school-wide PBS model and implementation manuals as well as directions for future research. Twenty-four American articles and 11 Korean articles (total 35 articles) that reported the outcomes of implementation of PBS at a tier 1 and/or tier 2, or tier 3 level and that met established inclusion criteria were analyzed using systematic procedures. Comparisons were made in the areas of key features and outcomes of PBS in addition to general methodology (e.g., participants, design, implementation duration, dependent measures) at each tier of PBS. The results indicated that positive outcomes for student behavior and other areas were reported across tiers in all American and Korean studies. At the tier 1 level, teaching expectations and rules were the primary focus of PBS in American and Korean schools. However, Korean schools focused on modifying the school and classroom environments and teaching social skills whereas American schools focused on teacher training on standardized interventions or curricular by experts and teacher support during implementation of PBS. At the tier 2 level, more American studies reported implementation of tier 2 interventions within school-wide PBS, and Check/In Check/Out (CICO) was found to be the most commonly used tier 2 intervention. The results also indicated that in comparison to Korean schools, American schools were more likely to use systematic screening tools or procedures to identify students who need tier 2 interventions and more likely to promote parental involvement with implementing interventions. At the tier 3 level, more Korean studies reported the outcomes of individualized interventions, but more American studies reported that designing individualized intervention plans based on comprehensive functional behavior assessment results and establishment of systematic screening systems were focused when implementing individualized interventions. Furthermore, few Korean studies reported the assessment of procedural integrity, social validity, and contextual fit in implementing PBS across tiers, indicating the need for development of valid instruments that could be used in assessing these areas. Based on these results, limitations of the study and suggestions for future research are discussed.

• Korean Journal of School Psychology
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• v.17 no.3
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• pp.401-419
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• 2020

The purpose of this study was to validate the Korean Implementation Fidelity Checklist of Tier 1 School-Wide Positive Behavior Support (KIFC-T1) for use in the Korean educational system. Tier 1 support, which is universal supports, within a multi-tiered, school-wide positive behavior support (SWPBS) model, aims to provide support to and prevent problem behaviors among all students in a school. The initial KIFC-T1 consisted of 48 items and 11 factors and was developed based on a literature review. Its content was validated by experts. The validated KIFC-T1 was introduced to 185 special school teachers who had experience implementing SWPBS and who used the instrument to assess the degree to which their schools had implemented Tier 1 support. Based on their responses, the construct validity of the KIFC-T1 was examined using factor, item, and internal consistency reliability analyses. The concurrent validity of the tool was examined using the PBS Evaluation Tool, School Climate Questionnaire, School Discipline Practice Scale, and PBS Effectiveness Scale. The analyses revealed that KIFC-T1 had a stable five-factor structure with 35 items, had good reliability (Cronbach's α=.956, each factor's Cronbach's α=.834-.951), and its results were statistically significantly correlated with those of the PBS Evaluation Tool, School Discipline Practice Scale, and the PBS Effectiveness Scale. However the KIFC-T1's results were not statistically significantly correlated with the results of the School Climate Questionnaire. These results suggest that KIFC-T1 is a reliable and valid tool for assessing the fidelity of universal support implementations.