• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.136-144
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• 2021

This study was conducted to verify the effectiveness of the university's extracurricular program of convergence majors on lifelong education for the disabled on the performance of restaurant employment skills for high school students with intellectual and developmental disabilities. The research method consisted of a case study procedure for three intellectual and developmental disability high school students, specifically using a single subject research technique. The study found that high school students with intellectual and developmental disabilities effectively acquired and maintained restaurant employment skills through extracurricular program on convergence majors of lifelong education for the disabled. In conclusion, the university's extracurricular program on convergence major of lifelong education for the disabled was analyzed to be effective in adapting to adult life and self-reliance, including restaurant employment skills of students with intellectual and developmental disabilities.

• Korean Journal of Family Social Work
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• no.23
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• pp.43-70
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• 2008

This study investigated the relationship between social support and caregiving self-efficacy among 530 mothers of persons with intellectual disabilities in their childhood(age 3-12), adolescence(age 13-18), and adulthood(age 19-35), exploring the moderating effect of the life span affiliation of the children with disabilities. The analysis revealed that greater perception of social support predicted higher level of caregiving self-efficacy for all the mothers. However, the moderating effect was detected indicating that there were differences in the effects of social support on caregiving self-efficacy across groups. Although social support was found to have some positive effects on caregiving self-efficacy for each group of mothers of both adolescents and adults, no effects for a group of mothers of children. These findings suggested that greater emphasis be placed on the expanded provision of social support for families of persons with intellectual disabilities in their developmental stages following the childhood.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.448-465
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• 2020

This study analyzed the effect of self-determination of the intellectually disabled on the quality of life, focusing on the effect of controlling family functions, with the intellectually disabled as the subject of the study. In order to achieve this goal, it was designated as an intellectual disabled person at the early age of 18 to 25 who were diagnosed with intellectual disabilities, and it was selected as a disabled person living in the community, and it selected major welfare institutions that were most frequently used by people with intellectual disabilities in the early age of 20 years, considering the difficulties of conducting the survey. The research results are as follows. First, "self-determination, psychological capacity, and self-realization" of the intellectually disabled were found to affect the quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being). Second, differences in "self-determination (self-reliance, psychological capacity, self-realization)" did not occur in accordance with the "population statistical. Third, differences occurred in the "quality of life (physical well-being, physical well-being, social well-being, productive activities and development, psychological and emotional well-being" of the intellectually disabled. Fourth, the relationship between "self-determination" and "quality of life" of the intellectually disabled resulted in the adjustment effect of family functions. This study is meaningful in that it demonstrated the service practice that should be provided to people with early adult intellectual disabilities in the field of practice by verifying the relationship between self-determination, family function and quality of life viewed from the perspective of the parties.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.16 no.2
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• pp.173-182
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• 2005

This review is a clinical and research update of recent literature related to childhood onset schizophrenia (with an onset of psychosis by age 12). Childhood onset schizophrenia(COS) is a rare disorder, but that may represent a more homogeneous patient population in which to search for risk or etiologic factors of schizophrenia. These overview data show that COS shares the same clinical and neurobiological features as later onset forms of the disorder. Compared with later onset schizophrenia, however, this subgroup of patients appear to have more severe premorbid neurodevelopmental abnormalities, more cytogenic abnormalies, poor outcome, and potentially greater family histories of schizophrenia and associated spectrum disorders. Future studies of this subgroup may provide important clues as to the genetic basis for schizophrenia and how gene products influence certain feature of the disease, such as age of onset and mode of inheritance.

• 재활복지
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• v.21 no.2
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• pp.29-62
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• 2017

The purpose of this study is to find out the main operational scheme of the "financial planning" and "the trust" for people with developmental disabilities as a means of property protecting and managing for them. The results are as follows; Regarding to "Financial planning", it is necessary to establish a measure to meet the financial needs for people with developmental disabilities in future plan; Issues to be taken care of in the point of financial planning include plan for the maintenance and use of property for their independent life; and public and private resources and support for the disabled. Obstacles are lack of national awareness of the financial planning for the disabled. In relation to the contents of the "trust" of people with developmental disabilities, the principles of operation are assuring universality, publicness, stability, self-decision making, and individuality; operating system is a mixture of public and private; subjects of target are people with developmental disabilities with no parents or caring family as well as income. The required support is a supervisory system for the secure management of asset to entrusted institutions; the decision support system for people with developmental disabilities; maintaining the qualification of government receipt of public assistance for those who do not redeem up to a certain amount of personal property utilizing the trust system.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.89-110
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• 2016

This study examined the effect of an interactive instrument playing program on the social interaction of adults with autism spectrum disorder (ASD). A single subject design with multiple baselines across participants was applied, and three adults with severe ASD in their late 20s living at a group home participated in this study. Participants received a total of 25 group sessions. During the intervention, participants engaged in structured instrument playing in which initiation and response to socially interactive behaviors were musically cued, and target behaviors were reinforced in the musical environment. At pre- and posttest, the frequency of initiation of and responding to social interaction behaviors were recorded and analyzed. The results of this study showed that the frequency of both initiation of, and response to, social interaction increased for all participants during the intervention phase, compared to the baseline phase. This result demonstrates that interactive instrument playing increased social behaviors of adults with ASD. It also shows that musically delivered social information can facilitate adults with ASD understanding the intention of social partners in social contexts and motivate this population to engage in social interaction.

• 재활복지
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• v.20 no.4
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• pp.107-134
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• 2016

The primary purpose of this study is to develop a quality of life scale for adults with developmental disabilities and to test its validity and reliability. For this purpose, the authors generated a initial item pool composed of 62 items based on the conceptual model of Felce and Perry (1995). The initial items were evaluated by three reviewers, and then the items were revised based on their feedbacks. Utilizing a survey questionnaire including the scale items, data on 430 adults with developmental disabilities were collected in collaboration with 33 social welfare agencies and residential facilities for people with disabilities. Through descriptive analysis, correlation analysis, and relevant theories, the qualities of each item were examined, and then the best 20 items were selected. Cronbach's ${\alpha}$ for the final scale was .87. The results of confirmatory factor analysis showed that the 5-factor model fitted the data reasonably well, In addition, criterion validity of each subfactor of the scale was successfully established, employing t-test, one-way ANOVA, and correlation analysis. In discussion, implications and limitations of this study were examined.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.5 no.1
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• pp.41-53
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• 1994

In 1944 Hans Asperger reported odd bizzare 400 children who showed autism like clinical symptoms but had higher intelligence and relatively intact speech function. He named these child 'autistic psychopathy'. Since them there were many controversial views about this syndrome. Some regards Asperger syndrome as the high functioning autism variant or preschizophrenic childhood condition or childhood form of schizoid personality disorder. Though there were still many controversy, recently ICD-10, DSM-IV accepted Asperger's syndrome as a distinct subtype of pervasive developmental disorder. The authors reviewed the history and conceptual changes of Asperger syndrome and summarized the interesting recent research findings. In addition, the authors argue that this syndrome has some linkage with autism and schizoid personality disorder and proposed that these is disorders do have common defect in social instinctual development.

• Therapeutic Science for Rehabilitation
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• v.13 no.2
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• pp.85-94
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• 2024

Objective : This study aimed to determine the impact of an instrumental daily living activity program for adults with developmental disabilities on their daily living activities and quality of life (QOL). Methods : This study used a single-group pre-test-post-test experimental design. Participants comprised 17 adults with developmental disabilities from the Welfare Center for the Disabled. This program consisted of 10 sessions, including pre- and post-assessments, pertaining to training and education on grocery shopping, meal preparation and cleaning, home management, safety, and emergency management. The evaluation tools used in this study were the Quality of Life Questionnaire, Korean version of the Life Space Assessment (K-LSA), and Korean version of the Instrumental Activities of Daily Living (K-IADL). Results : There was a statistically significant difference in the QOL and K-IADL scores before and after the instrumental activities of daily living occupational therapy program, and there was no statistically significant difference in the K-LSA scores. Conclusion : This study confirmed that implementing an IADL program for adults with developmental disabilities had a positive impact on performance and QOL. For adults with developmental disabilities to participate in daily life and society, interventions for work participation, including training in activities of daily living, must be expanded.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.145-154
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• 2014

ADHD is a neuro-developmental disorder that begins in childhood, yet may continue into adulthood. Although 3 to 4 percent of adults are affected by ADHD, but only a small proportion of adults ever receive a formal diagnosis and treatment. The core symptoms of ADHD frequently lead to significant academic difficulties that often result in the students' teacher being the first to suspect the disorder. In order for school teachers to effectively deal with ADHD students in school classrooms, they need to have positive attitude toward ADHD students. This study presents a list of ADHD-related web sites which provide educational contents and support for school teachers, and provides the discussions about the current status and the roles of those web sites.