• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.16 no.1
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• pp.98-105
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• 2005

Objectives : The purpose of this study was to examine the reliability and validity of the Korean version of Asperger Syndrome Diagnostic Scale as a tool to diagnose Asperger disorder. Methods : Subjects consisted of 15 Asperger disorder, 20 PDD & PDD NOS, 20 Communication disorder children who visited the department of child psychiatric outpatient clinic. The age range of the children was between 5 years 1 month and 15 years 6 month. The K-ASDS, the Korean version of Asperger disorder inventory (K-ADI), and K-CARS were administered to mothers of all children by clinical psychologists. Results The internal consistency of the ASDS was high (Chronbach's $\alpha=0.88$) and the range internal consistencies of each subscales of K-ASDS were from .83 to 66. Correlation coefficients between K-ASDS and KADI was significant. Discriminant analysis showed that the Korean version of ASDS significantly discriminate Asperger disorder from PDD and Communication disorder, and the percentage of correct classification were $71\%$. Conclusion : The results of this study proved that the Korean version of ASDS was a reliable and valid measure for Asperger disorder.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.165-173
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• 1998

Objectives：This study was conducted to compare the cognitive characteristics and visual-motor coordination ability of children with Asperger’s disorder and with those of children with PDD NOS. Methods：27 children(13 in AS group and 14 in PDD NOS group) were individually assessed using the K-WISC and BGT, and the results of those tests were analyzed. Results：The mean FSIQ of the AS group was significantly higher than that of the PDD NOS group. There was also a large discrepancy between VIQ and PIQ in the PDD NOS, while there was not significant discrepancy in the AS. The AS was distinguished from PDD NOS group by significantly higher scores in Vocabulary and Comprehension subscales and lower score in Block design. Also, when compared with the PDD NOS, the AS showed more difficulties in visual-motor coordination. Conclusion：The AS showed relatively good verbal and learning ability, while the PDD NOS relatively superior ability in visuospatial function and visual-motor coordination. The findings indicated that the K-WISC and BGT might be useful assessment tool to differentiate the AS from PDD NOS.

• Korean Journal of Social Welfare
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• v.66 no.1
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• pp.113-138
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• 2014

This study aimed to explore the essence and phenomena that the mothers of children with Asperger's disorder subjectively perceive. Interviews were conducted 2~3 times on the mothers of children diagnosed as Asperger's disorder during six months from August 2012 through February 2013. As a result of analysis with phenomenological method of Colaizzi, the essence of parenting experience of mothers of children with Asperger's disorder was interpreted as 'walking through a cave in shining dim light by hand in hand with a child who was from another star' and were drawn into 18 categories from 6 themes. The six themes turned out to be 'meeting with a unique child from another star', 'jumping into the world with a child seemingly not different but still different', 'finding answers and revising plans', 'passing through a tunnel with no end in sight', 'small consolation in a hard journey', and 'walking together by accepting limitations.' Based on these results, practical and political interventions in parenting children with Asperger's disorder were suggested.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.35-46
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• 2008

Objective : This study verifies the effects of sensory integrative (SI) therapy on vestibular- and proprioceptive sensory (BPS) processing ability of a child with Asperger Syndrome (AS). Method : A boy who is 11 years and 2 months old took the Functional Independence Measure for Children (Wee-FIM), Canadian Occupational Performance Measure (COPM), Short Sensory Profile, Bruininks-Oserestky Test of Motor Proficiency-2 (BOT-2), and Test of Playfulness (ToP) for the baseline. The child participated in 3 evaluation sessions and 8 therapy sessions based on the AB research design. Duration of each session is 50 min and the therapy session is divided into 40 minutes for treatment and 10 minutes for evaluation. Since the vestibular sense and proprioception build up one's ability of postural control, several tests were employed to evaluate the child' postural control as outcome measure; distance from front leg of chair to heel of the child with sitting (C-H distance), angle between trunk and thigh (hip joint angle) with sitting, and the 'prone-extension posture' which is a subtest of Clinical Observation of Motor and Postural Skill (COMPS) to examine postural control embodied with integration of reflex and BPS processing. Result : During the therapy, average data of the C-H distance is decreased from 27.33cm to 11.69cm, average data of the hip joint angle is also decreased from $43.3^{\circ}$ to $20^{\circ}$, and average time for the prone-extension posture is increased from 13.15seconds to 24.84seconds. Conclusion : This result indicates that the ability to postural control in sitting and to maintain the prone-extension posture can be improved by sensory integrative therapy, with enhanced BPS processing.

• Journal of the Korea Convergence Society
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• v.5 no.4
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• pp.137-146
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• 2014

This study investigated the effects of response prompting through 3-steps compliance training to reaction time for child with Asperger's syndrome(AS). The participant was 3 and 8 year-old boy who was diagnostic As with non-compliant, delayed receptive language. Study design was multiple-baseline across behaviors. Target Behaviors were hands-up, following direction, and answering behavior. Dependent variable was latency reaction time during compliance training. This results mean that reaction time was increased raise hands-up behavior, compliance behavior and response ask questions. During intervention, the participant improve the rate on-task behavior as well as reduce off-task behaviors.

• Therapeutic Science for Rehabilitation
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• v.2 no.1
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• pp.87-91
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• 2013

Objective : This case study examined the evaluation of occupational therapy and plan to intervention of community asperger syndrome child receiving coping model. Methods : We selected child which 7-year-old boy. Evaluation periods were 2weeks which consisted of external factors and internal factors. External factors were made up interaction of subject, environments and participation of school and community. Internal factors were made up observation and structured evaluation about development state and medical conditions. Also it included observation of appropriate mood and emotions. Results : After evaluation receiving coping model, we planed to intervention. First, subject able to use his time effectively. Second, we'll have intervention program about delayed fine motor areas. Third, we'll educate self-control skills and coping skills of subject's action which not controlled himself. Fourth, we'll find the personal and physical sources to care subject. Conclusion : Our research has planed occupational therapy intervention receiving coping model of asperger syndrome subject. Future research need to practical applications.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.22 no.2
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• pp.81-88
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• 2011

Objectives : This study examined the reliability and validity of the Korean version of Asperger Syndrome Diagnostic Scale (K-ASDS), to calculate the cut-off score in the diagnosis of Asperger syndrome. Further, we examined classification error rate when applying cut-off scores. Methods : One hundred sixty-seven children participated in this study, including 46 with Asperger syndrome, 26 with PDD or PDD NOS, 43 with ADHD, and 52 normal children. Results : An ANCOVA demonstrated no significant differences in the K-ASDS total score between the Asperger and the PDD & PDD NOS groups. However, these groups did show significantly higher scores than the ADHD and normal groups. Among the five subscales on the K-ASDS, the Asperger group obtained significantly higher scores on the language and cognition subscales than the PDD & PDD NOS groups. Two scales were found to be useful in distinguishing the Asperger group from the PDD & PDD NOS group through a discriminant analysis. According to an analysis of ROC curve, the cut-off score on the K-ASDS for the diagnosis of PDD including Asperger syndrome was 121. Conclusion : We discussed that K-ASDS has pretty limit.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.4
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• pp.199-206
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• 2013

Objectives : Attention-deficit hyperactivity disorder (ADHD) and Asperger's disorder (AD) in children are associated with attentional problems, impulsivity, hyperactivity, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social skills training (SST) may assist in improving their social interactions. We examined the effects of SST on children's social competences, general behavior, and ADHD symptoms. Methods : Thirty four children, aged 7 to 12 years, participated in the cognitive behavioral SST program once a week at the outpatient division of child-adolescent psychiatry. SST was composed of 24 sessions (ninety minutes) for 6 months. Twenty-five children were diagnosed with ADHD, and 9 children were diagnosed with AD. Parents of the children rated Korea-Child Behavior Checklist (K-CBCL), Conner's rating scales, Korean-ADHD Rating Scale (K-ARS), Social Skill Rating System (SSRS), and Matson's Social Skill Rating Scale as an evaluation of the treatment effect, before the first session and after the final session of the training. Results : The ADHD group showed significantly increased scores of social and social competence of CBCL and SSRS. Further, scores of externalizing problems of CBCL, CRS, and ARS were significantly decreased. The Asperger's group showed significantly increased scores of social competence of CBCL, SSRS, and MESS. There was a significant difference of the improvement in CBCL's school and total behavior problem score, CRS between drug change group and no drug change group. Conclusion : The result of this study suggests that SST is effective in improving social skills for children with ADHD and AD. In addition, SST has shown its effectiveness in treating attentional problems for children with ADHD. To prove objective usefulness of SST, further studies with a more structured design and long-term duration along with a sufficient number of AD participants will be necessary.

• The Journal of Pediatrics of Korean Medicine
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• v.20 no.2
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• pp.1-9
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• 2006

Objective : This study was to investigate the effect of oriental medical treatment for Asperger's syndrome. Methods : This patient was lack of social communication, interaction, imagination and motor coordination. It was due to Asperger's syndrome. The patient was treated with Herbal medicine, acupuncture and play therapy. And we evaluated the case with The Australian scale for Asperger's syndrome. Results : Oriental medical treatment and play thrapy alleviated his symptoms of Asperger's syndrome and anxiety. Conclusions : We report the good result of oriental medical treatment on this case. The more study of oriental medical treatment for Asperger's syndrome is needed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.17 no.2
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• pp.131-140
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• 2006

Objectives : This study was conducted to investigate the deficits of executive function in children with ADHD, Asperger's Disorder(AD), and teaming disorder (LD), and to identify the differential characteristics of executive function deficits among three groups. Methods : The clinical group consisted of 46 children between the ages of 7 and 15 (16 ADHD, 16 LD, 14 AD). Neuropsychological tests for measuring cognitive function, attention and executive function were individually administered to children, and their performance scores were calculated based on the age norm for each test. Results : There was no significant difference in FSIQ, VIQ, and PIQ among the three groups. However, the AD group tended to show higher scores on the subtests of Information, Vocabulary and Digit Span, and lower score on Comprehension subtest than the ADHD and LD groups, while the LD group tended to show the lowest scores on the Information and Vocabulary subtests. On ADS, the ADHD group showed the highest omission and commission errors. All groups showed poor performances belonging to below 25 percentile ranks on executive function tests when compared to the age norms of normative group. The number of completed category on WCST was the smallest in the ADHD group, while the working memory score was the lowest in the LD group. Conclusion : These results suggest that ADHD, LD, and AD children have executive function deficit in common. However, the specific deficit areas in executive function are different for each group.