• Journal of Digital Convergence
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• v.17 no.1
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• pp.457-465
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• 2019

This study was designed to develop a positive behavior support model for children in child care institutions. For this purpose, a demand survey for PBS was conducted with 55 child care institution staff members. 76% of the respondents responded that PBS is needed to prevent problem behavior and can be a good alternative for personality education, and approximately 70% responded that they are willing to implement PBS. The specifications of the model are suggested as follows. First, the preparation step would consist of establishing a support team, educating staff members about PBS, selecting expected behaviors, assessing the current baseline behavior, and setting up a universal PBS environment. The application step would consist of instructing social skills, implementing reinforcement, personal goal-setting and assessing behavior, educating trouble-making students, and monitoring. Finally, at the outcome assessment period, measuring the change in target behavior from the pre-intervention to the post-intervention stage, change in social skills and academic achievement, and social validity is suggested. It is expected that application of this model to children in child care institution will decrease problem behaviors of students, enhance desirable behaviors, and boost the staff members' efficacy.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.269-284
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• 2007

A sample of 654 elementary school children(330 boys and 324 girls) and their mothers responded to three questionnaires regarding mother's job satisfaction and parenting behavior and children's problem behavior. Results showed that working mothers perceived themselves as more permissive/neglecting compared with non-working mothers. Children of working mothers perceived themselves as hyperactive, anxious, withdrawn, aggressive, and immature. Parenting of working mothers with higher job satisfaction was more warm/accepting; their daughters perceived themselves as less anxious, withdrawn, and immature than children of mothers with lower job satisfaction. Children of rejecting/restrictive working mothers, especially girls, reported hyperactive, withdrawn, aggressive, and immature behaviors. Children of permissive/neglecting working mothers were immature. Warm/accepting parenting of working mothers played mediating roles between their job satisfaction and maturity of their daughters' behavior.

• 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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.218-228
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• 2003

Objectives：This study investigated the relationship among child's behavior problems, maternal depression, and parenting stress in children with psychiatric diagnoses and their mothers, and the effect of these variables to the mothers' parenting stress. Methods：Seventy-three children(31 externalizing, 24 internalizing, 18 mixed) and their mothers were involved in this study. The mothers of three groups completed MMPI, KPI-C(Korean Personality Inventory for Children), and PSI(Parenting Stress Index). To investigate the relationships among each variables, ANOVA, Pearson correlation, stepwise regression analysis were performed. Results：There was no significant difference in maternal depression among three groups of children. In 2-Way ANOVA, main effect of maternal depression was statistically significant on depression, parent health, and relationship with spouse subfactor in parent domain, parent domain total, and overall parenting stress. But the main effect of child group was statistically significant on distractability/hyperactivity subfactor in child domain only. In regression analysis, maternal depression explained the parent domain of parenting stress most effectively, and child's hyperactivity and anxiety explained the child domain of parenting stress significantly. Conclusion：These findings suggest that it is important to intervene maternal depression to reduce the parenting stress, along with the treatment of the child's behavior problems.

• Pediatric Gastroenterology, Hepatology & Nutrition
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• v.11 no.2
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• pp.179-186
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• 2008

Purpose: Feeding problems are common for typically developing children and have negative effects on physical, behavioral, and cognitive development. The purpose of the current study was to examine factors related to childhood feeding problems for typically developing children via parental reports. Methods: The feeding questionnaire developed by the authors and the Childhood Eating Behavior Inventory (CEBI) were administered to 796 parents of children who recruited from 2 pediatric outpatient clinics (n=379) and community (n=417). Problem eaters (PE) were identified by parental report and frequency analysis was conducted for types of feeding problems and its severity, problem behaviors during mealtime, the feeding methods of the parents, and the need for treatment. Results: The CEBI scores were significantly different between the PE and non-problem eaters (NPE), which suggests that the parental reports were reliable. The younger children had more feeding problems than the older children. The most frequent and severe feeding problems were selective eating and longer mealtimes across all age groups. One-half of the children had more than one problem behaviors during mealtime. Most parents of PE used ineffective methods to deal with children's behaviors during meal time, such as cajoling, which was related to their increased level of stress. Many parents reported their children need professional help for the feeding problems. Conclusion: Feeding problems are prevalent among children, especially younger children. Children with feeding problems showed a number of problem behaviors during mealtime and parental coping methods appeared to be ineffective. The need for treatment was considerable, thus the characteristics of this population must be acknowledged for providing proper treatment and advice.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.107-122
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• 2001

The strategies used by 274 $4^{th}$ and $6^{th}$ graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach's Child Behavior Check List(Oh, Lee, Hong, & Ha, 1997). Data were analyzed by descriptive statistics, 2-way ANOVA, and hierarchical regressions. Findings were that girls used more passive/avoidant coping strategies than boys; $6^{th}$ graders used more passive/avoidant coping strategies than $4^{th}$ graders; $6^{th}$ grade boys had more internalized behavior problems than $4^{th}$ grade boys; $4^{th}$ grade girls had more internalized behavior problems than $6^{th}$ grade girls; passive/avoidant strategies were positively related to internalized behavior; aggressive strategies were positively related to externalized behavior; strategies of seeking social support were negatively related to both internalized and externalized behavior problems.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.1 no.1
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• pp.94-107
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• 1990

The survey of emotional behavioral problems in elementary school children provide baseline data for understanding, treating and preventing emotional behavioral problems in children. Since children can show different behaviors at home and at school, parents' information alone can lead to underestimate severity and prevalence rate of emotional behavioral problems in children. Thus, the author investigated the different the pattern of emotional behavioral problems in elementary school children by various socio-enviornmental factors in urban(Seoul) and rural area, by employing both parents' and teachers' questionnaire. The results were as follows ; Analysis of Rotter's questionnaire, in which high scores mean more serious emotional behavioral problems than low scores. The mean total problems scores for rural elementary school children were higher than those of Seoul elementary school children, and boys showed higher scores than girls. In relation to grade, mena total problems scores diminished as grade increased up to 4th or 5th, and then relatively high score for the 6th grade. Parent's education had significant effect on the total problem scores, that children of less educated parents showed higher score than children of more educated parents. Likewise the highest score was observed in children of unemployed parents. These results demonstrated that emotional behavioral children are related to various socio-environment factors.

• Therapeutic Science for Rehabilitation
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• v.13 no.2
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• pp.9-25
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• 2024

Objective : Children with autism spectrum disorder (ASD) commonly suffer from feeding disorders. Major feeding problems include mealtime behavior problems, picky eating, and a lack of food variety can lead to nutritional problems, developmental and social limitations, and stress for the caregivers. A review of the latest literature was conducted to gain an in-depth understanding of assessment tools for feeding disorders in children with ASD. Method : This study analyzed assessments to identify feeding problems in ASD based on previous studies searched through keywords such as ASD, ASD feeding problem, and ASD feeding evaluation. Results : The ASD feeding disorder assessment was divided into direct and indirect assessments. Indirect assessment, in which caregivers measure a child's situation using questionnaires, is mainly used. The assessment of feeding disorders in children with ASD was divided into 1) mealtime behavior, 2) sensory processing, 3) food consumption, and 4) others. Conclusion : As the main feeding disorder characteristics of children with ASD are very diverse, a comprehensive evaluation is necessary but is still limited. Swallowing rehabilitation experts, such as occupational therapists, should apply comprehensive assessment tools based on a basic understanding of the feeding problems, behaviors, and sensations in ASD.

• Journal of the Korean Society of Child Welfare
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• no.53
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• pp.1-23
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• 2016

With using a subsample of 1,373 poor single mothers and their children from the Fragile Families and Child Wellbeing study, the present study examined the associations among mothers' economic hardship, depressive symptoms, and parenting stress, child abuse and neglect, and their children's behavior problems, delinquency, and social skill. These families were tracked through follow-up interviews at the time of birth, and when the children were three, five, and nine years old. The results indicated that mothers' economic hardship, depressive symptoms, and parenting stress were significant predictors to determine their children's abuse and neglect. Findings also suggest that higher levels of child abuse and neglect are positively associated with more behavior problems and delinquency, and negatively associated with social skills. Further discussions include policy and services to prevent child abuse and neglect and to alleviate mothers' financial difficulties, depression, and parenting stress.

• Journal of Music and Human Behavior
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• v.3 no.2
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• pp.1-14
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• 2006

The purpose of this study is to examine the effect of violin learning as to enhance the attention span and impulsiveness of children with Attention Deficit Hyperactivity Disorder(ADHD). Three children with ADHD, grade 2, 3, 4 were selected to participate in the research. A total of 15 session were given during 8 week time span, including a final performance session. For measurement, Korean-Child Behavior Checklist(K-CBCL), Home Situation Questionnaire-Revised (HSQ-R), Conners Teacher Rating Scale-Revised (CTRS-R) were administered before and after the implementation. Other behavioral checklist were used to record inappropriate or interruptive behaviors. The results showed that violin learning has increased attention span and reduced impulsive behaviors of all three children with ADHD. Along with these changes, the identified inappropriate behaviors reduced as sessions progressed. Also the changes observed within the music environment were generalized to non-music environment, such as family and school. These results also indicate that violin can be a therapeutic medium used in music therapy setting to bring positive changes for children with ADHD problems.