• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.247-257
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• 1996

This is a preliminary report on the first segment of a continuing and prospective teaming disorder study project in Korea. Study subjects were 197 children, aged between 6 and 15 referred for psychiatric evaluation of scholastic problems. Demographic data, psychiatric diagnoses and intelligence and achievement test results were reviewed and analyzed. Analyses of data lead to the following conclusions : (1) About 20.8% of children referred for scholastic problems were diagnosed of teaming disorder(LD). The most prevalent diagnosis among these children with scholastic problem was emotional disorder, especially depressive disorder(33%), (2) The comorbid rate of attention deficit/hyperactivity disorder(ADHD) of 41 children with LD was 44%, (3) Male/female ratio was 5.8:1 among all of the LD children, 17:1 among children with LD and ADHD and 3.6:l among children with LD but without ADHD, (4) 83% of children with LD scored above middle level on socioeconomic status(SES), (5) Age, SES, IQ, family psychiatric history, past history of medical and psychiatric illness, onset of age, pattern of peer relationship, number of friends, presence of adaptation problem and academic achievements of children with LD and ADHD compared to those of children with LD but without ADHD. No significant differences between two groups were found on age, SES, IQ, family psychiatric history, past history of medical and psychiatric illness, pattern of peer relationship, number of friends and presence of adaptation problem. However, there were significant differences in academic achievements of Korean language total, speaking and listening score, arithmetic score, social science score and music score of children with LD and ADHD compared to those of children with LD but without ADHD. Also there was an ealier onset of age in LD and ADHD group when compared to LD but without ADHD group.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.114-123
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• 1993

The authors applied Toddler Temperament Scale(TTS) to ADHD patient group, other disease group and normal control group to elucidate temperamental characteristics of ADHD patients in their toddler stage. 1) ADHD group showed significant difference from the control group in 'activity', 'rhythmicity', 'approach', 'adaptability', 'intensity', 'persistence' and 'threshold' categories. 2) ADHD group and other disease showed significant difference from the control group in 'adaptability' and 'persistence' categories. 3) ADHD group was significantly different from other disease group or control group in 'activity' and 'approach' categories. 4) In total scores of TTS, ADHD group and other diease group showed significant difference from control group. 5) Classification ratio of TTS for ADHD by discriminant analysis was 84.3%. Above results suggest that the ADHD patients may reveal characteristic traits in their toddler stage Further research should be focused on the development and refinement of assessment tools for the early detection and prevention for ADHD.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.05a
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• pp.976-979
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• 2008

As internet occupies a great deal of portion in our life, a lot of mental diseases become the points at issue relating to internet addiction. The purpose of this study is to examine whether internet addiction is related with Attention Deficit Hyperactivity Disorder that is characterized with sustained inattention, hyperactivity and impulsivity and then find out which sub-factors of internet addiction are influencing effective on Attention Deficit Hyperactivity Disorder. As result of applying reliability analysis, frequency analysis, cross tabulation analysis, t-test, ANOVA, Pearson's correlation analysis and multiple regression analysis, it shows the following research results.

• 건강소식
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• v.34 no.6
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• pp.36-37
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• 2010

지금 당신의 자녀가 좋아하는 컴퓨터 게임은 한 시간이고 두시간이고 집중적으로 몰두하는데 숙제를 하기 위해 책상에 앉으면 채 5분도 못견딘다면? 집중하고 있을 때 외부의 자극에 금방 주의가 흐트러진다면? 특정한 과제나 활동에 필요한 물건들 장난감, 공책, 연필, 책 등의 도구를 자주 잃어버린다면? 주의력결핍 과잉행동장애가 아닌지 의심해봐야 한다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.12 no.1
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• pp.25-50
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• 2001

Using Fourier transformation and wavelet analysis, we compared the auditory event-related potentials of the patients with attention deficit-hyperactivity disorders(abbr. ADHD, 13 boys) and normal control children(8 boys). Amplitudes of the event-related potentials which were calculated via Fourier transformation were compared between the groups and between conditions(non-target versus target) in each group. To the non-target stimuli, the patients with ADHD showed significantly greater amplitudes across almost all of the electrode sites and frequencies. To the target stimuli, the incidents which ADHD patients showed much higher amplitudes than normal controls significantly decreased, while those of the reverse results increased significantly. These results were consistent with the comparison results about negative difference wave(abbr. Nd wave) using Fourier transformation. In summary, it was proved that non-target stimulus which should be ignored elicited more robust electrical response from the patients with ADHD than normal children, but the target stimulus which reguired active processing did much less electrical activity in the patients. For the patients, they showed much inhibited electrical response to the target stimuli in some electrodes and frequency ranges. Normal children were more strongly stimulated by the target stimuli in almost all electrodes and frequency ranges than the patients, but less in prefrontal leads and frontal leads. Wavelet analysis results proved that early responses(0-300msec) to the nontarget stimuli of the patients were significantly greater than the normal controls in prefrontal, anterior frontal, some parts of temporal, and occipital lobes and that late response(300-370msec) were significantly lesser than normal children in parietal and central electrodes. Target stimuli elicited significantly higher electrical activity in both group than non-target stimuli did. Prefrontal and frontal lobes showed stronger responses in the patients than normal children irrespective of stimulus condition, but parietal and temporal lobes did higher activities in normal children than the patients only to the target stimuli. In conclusion, the patients with ADHD showed much greater responses to the stimuli which should be ignored, but failed to activated the necessary processes to the target stimuli. Also, we found that the frequency-dimension analysis and wavelet analysis were useful for the signal processing such as event related potentials.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.224-232
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• 1996

The present study was conducted to investigate cognitive characteristics of children with dyslexia and/or attention deficit/hyperacidity disorder. Cognitive characteristics were evaluated by using KEDI-WISC, the Basic Achievement Test, TOVA, MFFT, and neuropsychological tests. ADHD group showed significantly lower level of performance in response time for correct responses and presented variability for correct responses in TOVA. Dyslexia and mixed group showed lower performance in Reading I and Reading II, Writing subtest in the Basic Achievement Test than those of ADHD group and in Information subtest of KEDI-WfSC. In order rd determine the diagnostic effectiveness of each psychological tests, discriminant analysis was conducted. In this analysis, 11 subtests of KEDI-WISC and 4 variables of TOVA, 4 subtests of the Basic Achievement Test, and MFFT, WCST were included as independent variables and each diagnostic roups were dependent variables. Discriminant analysis indicated that overall percentage of correct classification was 93.88%. The clinical implifications and limitations of the present study were listed and discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.2
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• pp.161-166
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• 1996

The major goals of this study are to investigate the correlation between the cormorbid symptom and the prognosis of conduct disorder in the adolescents. for this purpose, according to the result of 6-month follow-up of discharged patient who met the criteria of conduct disorder in admission, good-prognosis group(n=37) and poor-prognosis group(n=36) were selected. Authors applied Children's Depression Inventory and Trait Anxiety Inventory, Conners Parenting Rating Scale. Yale Children's Inventory to two groups. The results are summarized as follows : 1) Using CDI, the mean scores of poor-prognosis group were significantly higher compared with those of good prognosis group. 2) Using TAI, CPRS, YCI, the mean scores of poor-prognosis group were insignificantly higher compared with those of good prognosis. 3) The limitation of our study is that number of subjects is small, definition of prognosis is ambiguous, and period of 6 month follow-up is short.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.310-320
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• 2017

The purpose of this study is to examine the effects of a chorus program in a local child center regarding character, social skills, problematic behaviors, and ADHD. Subjects of this study included 24 children in elementary schools participating in the daytime programs at a local child center located in Suwon, South Korea. The chorus program was comprised of 12 sessions of 60 minutes each, conducted from April 5-July 5, 2017. Results of this study were as follows: First, during the interviews on the character of the children before and after participation in the chorus program, it was noted that the children became more active in terms of the relationships with others and leadership. However, it was also noted that children were more active at the center than they were at their schools. Second, the differences in social skills before and after the chorus program among children were significant in overall social skills and their sub-variables, indicating that there were effective in adjusting social skills. Third, the differences in problematic behaviors before and after participation in the chorus program were significant only in overall problematic behaviors and excessive behavior. This indicates that the program was effective in improving problematic behaviors, particularly for excessive behavior. Fourth, the differences before and after participation in the chorus program in terms of ADHD were statistically significant for ADHD and its sub-variables of carelessness and hyperactivity impulsiveness. This indicates that there was an overall improvement in attention deficit/hyperactivity disorder. Therefore, the findings in this study showed that the chorus program was effective on enhancing character, social skills, problematic behaviors, and ADHD behaviors.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.98-105
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• 1993

Objective ' The purpose of this study was to investigate the behavioral characteristics of children with allergic disease Method : In a population of 80 children who were registered at a pediatric allergic clinic in Kangnam St Mary's hospital, parents completed a standardized child behavior checklist (CBCL) to evaluate their children Clinical factors associated with allergy were examined in relation to the rated scores of CBCL Results : Allergic children were rated significantly more aggressive and delinquent, and less withdrawned on the CBCL rating when compared to the age- and sex-matched normal control children. Within the allergic population, children who had family history of allergic disease had higher scores of CBCL in hyperactivity and aggressive behavior than the children without family history. Conclusion : The results were discussed with the respect to familial traits of allergy and temperament as risk factors for the emergence of behavior problems in childhood allergy

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.9 no.2
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• pp.154-164
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• 1998

Medication is widely accepted as an effective method to reduce the problem of attention deficit, hyperactivity, impulsivity, resistance and violence of ADHD children. However, it does not provide us with the solution on the conflicting routinized behavioral patterns to gain a high level of self-control and acceptable behavior. As a way of replacing medication, this study applies the social skills training program for ADHD children and measures the level of improvement of social skills and the change of the behavioral patterns. The experiment is carried out on 16 children ranged from 6 to 13 years of age for 10 weeks. The patients are divided into three groups：a pure ADHD group, an ADHD group with conduct disorder, an ADHD group with mental retardation and other symptoms. The change of symptoms and the change of social skills are measured by the Child Behavior Checklist(CBCL), the ADD-H Comprehensive Teacher’s Rating Scale(ACTeRS) and the Social Skills Rating Scale(SSRS), and finally Mastson Evaluation of Social Skills for Youth(MESSY). Wilcoxon signed ranks test is used to evaluate the effect of the treatment, and Kruskal-Wallis test is also used to measure the change after the treatment in each of the three groups. In the ADHD group with conduct disorder, the examination of the effect of the treatment shows a significant reduction of violence in the area of behavior(p<.05), and a significant difference of activity and social skills in the area of social competent(p<.001). In the ADHD group with mental retardation and other symptoms, a significant rise of social skills is found in the area of social skills evaluation (p<.05). However, there is no significant difference of effect by the treatment among the three groups. In addition, the current examination shows that the social skills training program does not make a statistically significant contribution to the social skills of the ADHD children. On the other hand, the training helps some children, when it is suitable for the characteristics and accompanying symptoms of the children：it reduces the level of violence in the ADHD group with conduct disorder, and it raises the social skills in the ADHD group with mental retardation. In other words, the social skills training program will reduce the conduct disorder and helps peer relation for ADHD children.