• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.24 no.4
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• pp.213-219
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• 2013

Objectives : It is known that adolescents with autism spectrum disorder (ASD) often concurrently exhibit attention-deficit hyperactivity disorder (ADHD). The objective of this study is to investigate how ADHD symptoms modify clinical characteristics in adolescents with ASD. Methods : Subjects were recruited from the Program for the Education Enrichment of Relational Skills program, which is a program for adolescents with ASD to promote and train social skills. The study participants and their parents completed the study questionnaires, such as the ADHD rating scale, Autism Diagnostic Observation Schedule, and Korean version of Child Behavior Checklist. Results : Adolescents with ASD and ADHD (N=19) were found to have more impaired sociality, less open communication with their parents, and more behavioral and emotional problems compared with adolescents with ASD, and without ADHD (N=28). Conclusion : Although further research is needed, the results of our study suggest that adolescents with ASD present different clinical characteristics when comorbid with ADHD.

• Journal of Music and Human Behavior
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• v.18 no.2
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• pp.19-43
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• 2021

The purpose of this case study was to examine whether an interactive music-making intervention using GarageBand was applicable to improve the social communication skills of school-age children with autism spectrum disorder (ASD). Two children with ASD (both male, ages = 8 and 11 yrs.) participated in this study. The interactive music-making intervention included three stages: 1) musical imitation, 2) musical expression and coordination, and 3) musical interaction. Each session lasted 40 minutes, and sessions took place twice a week over 4 weeks. The participants' social communication behaviors were observed and analyzed in terms of exchanging ideas with each other. Engagement in interactive behaviors (e.g., turn-taking, imitating or reflecting the investigator's music, and creating one's own music using the motive from the investigator) during music making was also analyzed. During the sessions, increases in the attempts to express their opinions on music making processes and requests for help for the process were observed. Engagement in turn-taking form of interactive playing and reflecting the musical motive from a partner (i.e., investigator) were also improved. The Social Responsiveness Scale-2 (SRS-2) ratings indicated negative social behaviors decreased after intervention in both participants. The findings of this study suggest that interactive music-making activities using GarageBand can be an effective method in clinical practice to improve social communication skills for school-aged children with ASD.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.623-636
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• 2017

The use of virtual reality(VR)-based interventions for students with autism spectrum disorders(ASD) has received special attention as evidence-based practices for its feasiblity, practicality, and appropriateness. However, there is little research to investigate the effects of VR-based intervention for students with ASD in Korea. This study identifies and reviews studies applying VR-based interventions. In total, 13 experimental studies were found that examine the effects of VR interventions published from 1990 to 2016. The selected studies were analyzed by 6 variables including publication year, participants, research design, independent variable, dependent variable, and outcome. The results of this study showed the feasibility of the implementing VR-based interventions in various age group students with ASD. In addition, the utilization of VR techniques was particularly effective in improving a wide range of social communication skills including facial recognition, empathy, joint attention, understanding social context, and resolving issues due to limited cognitive abilities. Several recommendations for the future study on VR-based intervention for students with ASD such as interdisciplinary approach to VR-based interventions, support needs regarding characteristics of ASD, generalization and maintenance of acquired technology, and consideration for participants' cultural background. were discussed.

• Journal of rehabilitation welfare engineering & assistive technology
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• v.10 no.1
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• pp.9-18
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• 2016

This study reported a case study that showed educational usefulness of SAFMEDS (Say All Fast a Minute Every Day Shuffled) on the improvement of Fluency. The participants were 3 experts with special teacher and speech and pathology, who enrolled a graduate level course, Research in Children with Autism Spectrum Disorder. The SAFMEDS strategy was employed as a study tool for the participants to acquire fluent verbal repertoires related to the key terminologies of Skinner's (1957) analysis of verbal behavior, list 60 pairs of terms. The participants developed 60 term flash cards which presented a target term on the front of the card, and its definition on the back. During the intervention, the participants were required to see the definition and says its term. The results of this study indicated that the SAFMEDS was effective to improve participants' fluent verbal repertoires in terms of both accuracy and fluency. The results of this study would be able to contribute for education professionals to improve certain target operant's accuracy and fluency.

• Journal of Information Technology and Architecture
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• v.11 no.3
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• pp.347-357
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• 2014

This research aims to suggest the possibility of functional culture contents based on interdisciplinary methodologies, especially for people who have Autism Spectrum Conditions, or those who have disabilities on express and receive gamsung (emotions). Recently, the development of application technologies in smartphones and tablet computers needs of functional culture contents, which are connected with the gamsung system. Moreover, the potential of marketplace of functional culture contents is emerging, as can be seen from the success of Augmentative and Alternative Communications (AAC) applications. Therefore, with the development of more applications that prevent and resolve Gamsung Disabilities anticipatively, there will be a positive economic effect of reducing back on intervention expenses as well as the construction of new contents ecosystem. So, in this research, we will attempt to make an approach of using the cultural semiotics methodology in finding attributes and features of applications that help to keep mental stability and balance for people with gamsung Disabilities. Particularly, this research will suggest an interdisciplinary theory on healing contents making methodology, using contents analysis; user interface (UI) analysis; and user experience (UX) analysis on existing smart healing applications.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.23 no.1
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• pp.8-13
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• 2012

Objectives : Urocanase domain containing 1 (UROC1) has never been studied in prior studies on autism spectrum disorders (ASDs). UROC1 causes urocanic aciduria, one of the symptoms of which is mental retardation. The aim of this study was to investigate the association between the UROC1 gene and ASDs in a Korean population. Methods : A total of 258 control and 214 patients with ASD were used as subjects of this study. SNPs selected from UROC1 were genotyped using Illumina Golden-Gate Genotyping assay with VeraCode$^{(R)}$ technology. Statistical analysis was performed using SAS and Plink software. Results : We found no association of the 12 SNPs in the UROC1 gene with ASDs in a Korean population. Conclusion : Our study suggests that the 12 SNPs (11 SNPs and 1 SNP in the intron and 3'UTR region, respectively) in the UROC1 were not associated with ASDs in a Korean population. Further study on the exon region of UROC1 is needed.

• Journal of Music and Human Behavior
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• v.20 no.2
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• pp.61-88
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• 2023

This case study examined whether a cooperative musical instrument playing could enhance interactions between children with autism spectrum disorder (ASD) and their neurotypical (NT) siblings. It involved three children with ASD aged 7-12 years and three NT siblings aged 6-11 years. Each group, comprising a child with ASD and their NT sibling, participated in a 40-minute sessions twice weekly for eight sessions over four weeks. The intervention included three stages: simultaneous action, complementary action, and achieving a joint goal. Evaluation criteria included the initiation and response behaviors of each child, and sequential interactive behaviors and cooperative behaviors between pairs were measured. Additionally, before and after the intervention, parents and NT sibling assessed their perceived sibling relationships. Results showed increased interactive and cooperative behaviors. Post-intervention, both parents and NT siblings rated the sibling relationship highly, despite little change in sibling conflict and competition consciousness. These findings indicate that interactive instrument playing can enhance perceptions of siblings as cooperative play partners and aid in teaching them how to collaborate during interactions.

• Korean Journal of Applied Biomechanics
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• v.21 no.4
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• pp.459-466
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• 2011

The purpose of this study was to analyze of obstacle gait using spatio-temporal and foot pressure variables in children with autism. Fifteen children with autism and fifteen age-matched controls participated in the study. Spatio-temporal and foot pressure variables was investigated using GAITRite pressure sensor system. Each footprint was divided into 12 equal trapezoids and after that the hindfoot, midfoot and forefoot analysis was developed. Independent t-test was applied to compare the gait variables between the groups. The results showed that the autism group were significantly decreased in velocity, cadence, cycle and swing time compared to the control group. The autism group were significantly increased in step width and toe out angle compared to the control group. The autism group were significantly increased at midfoot and forefoot of lateral part of footprint and forefoot of medial part of footprint in the peak time compared to the control group. The autism group were significantly increased at midfoot and hindfoot in $P^*t$, at midfoot in active area, and at hindfoot in peak pressure compared to the control group. In conclusion, the children with autism showed abnormal obstacle gait characteristics due to muscle hypotonia, muscle rigidity, akinesia, bradykinesia and postural control impairments.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.27-38
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• 1993

Pervasive developmental disorder is one of the most severe clinical disorder in child psychiatry and is associated with deviancies in multiple areas of development. Medication does not cure pervasive developmental disorder and its effectiveness is generally nonspecific. But psychopharmacological treatment can be important for some children with pervasive developmental disorder and can make many young autistics more amenable to behavior modification and education. Haloperidol, the most widely studied antipsychotics, was statistically and clinically superior to placebo, and furthermore, was known to facilitate the positive functioning such as, discrimination learning and imitative communication, without side effects. However, administration of haloperidol is associated with drug related dyskinesia, and it warrants the introduction and use of the other novel drugs. Several biochemical studies suggest that subgroups of children with pervasive developmental disorder show hyperserotonemia and increased endogenous opioid level as compared with controls. Psychopharmacological trials were conducted according to these findings(ex : fenfluramine, naltrexone), with mixed results till now. These and another drugs that have been used in children with pervasive developmental disorder and their effectiveness are reviewed.

• Education of Primary School Mathematics
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• v.26 no.1
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• pp.29-43
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• 2023

The purpose of this study was to synthesize intervention studies, which utilized single case experimental design, on teaching mathematical word problems for elementary school students with disabilities and evaluate each of their methodological rigor. The researchers reviewed all studies from 2000 to 2022 that involved teaching mathematical word problems to individuals with disabilities. A total of 12 studies was included for a final analysis. Most of the interventions were delivered by researchers for about 30-40 minutes per session to elementary school students with disabilities. Schema-based instruction, cognitive-metacognitive strategy, and technology-based instruction were used as intervention methods, and explicit instruction was mostly used in conjunction with them. On the other hand, the researchers found that none of research articles met quality indicators for single case experimental design according to Cook et al. (2015). Limitation and directions for future research were also discussed.