• The Journal of Korean society of community based occupational therapy
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• v.7 no.3
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• pp.23-34
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• 2017

Objective : The purpose of this study was to investigate establishment status of the mandatory courses designated by Ministry of Health & Welfare for qualification of sensory developmental rehabilitation specialist(SDRS), within curriculum of baccalaureate occupational therapy(BOT) programs in Korea Methods : This is a narrative study to investigate and analyze certain courses established in curriculums of all 4-years occupational therapy(OT) programs, which is 32 schools. Results : 1) The shared mandatory subject, 'Understanding Children with Disabilities(UDC)', has been established at 9 schools. For the branch mandatory subjects, 'Neuroscience(NS) or Neuroanatomy' has been established at all 32 schools, 'Sensory Processing Dysfunctions and Intervention(SPDI)' or 'Sensory Integration' has been established at 31 schools, and each of 'Assessment & Evaluation for Children(AEC)' and 'Practicum of Sensory Rehabilitation(PSR)' has been established 7 schools for same. 2) For the mandatory courses, all 32 schools were offering designated- and alternative courses of NS, SPDI, AEC, but there was no change in the number of schools offering the practicum course since there was no case of alterative for it. 3) In terms of general provision score, there were 4 schools for score 7, 4 schools for score 6, 2 schools for score 5, 1 schools for score 4, 2 schools for score 3, and 19 schools for score 2. Conclusion : Establishment of the mandatory courses required to the qualification of SDRS among the BOT programs in nation were investigated. Including alternative courses, all the branch mandatory courses except practicum course are established in all the 32 schools. However, the shared mandatory subject, UDC and the practicum subject were established in only few schools. In the provision level evaluation of BOT programs for the SDRS qualification, it is shown that many schools has been started the provision already but still many schools' curriculum did not reflect the willingness and accuracy well. For the schools planning successful accreditation in near future, it is recommended that they prioritize the establishment of the shared mandatory course and the practicum course since these two subjects are recognized as critical factors for that. In addition, it is also needed of comparative inspections for course title and syllabi based on the guideline provided by Ministry of Health & Welfare.

• 재활복지
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• v.18 no.4
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• pp.165-186
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• 2014

The purpose of the study is intended to analysis on students adjustment of students with disabilities in a special class of the elementary school focused on KCI journals through a systematic review. This study was searched from papers published from Jan, 2004 to May, 2014 using KISS, DBPIA, RISS, Google databases. The key words were "inclusive education, special class, inclusive class, student with disabilities, school adjustment, school life, school adjustment scale, elementary school". Results of data analysis were follows; 1. A total of 35 papers were analyzed. Except for 6 papers published in 2004~2007, 29 papers were published after 2008.; 2. The participant of study subject was total 141. Students with intellectual disability were 61.7%. Students with learning disabilities were 17.0%.; 3. The assessment domain of study was analyzed total 51 data.; academic achievement and task performance (25.4%), class attitude and participatory behavior(23.5%), problem behavior(21.5%). The Study in student with intellectual disability was 10 assessment domains.; 4. The method of assessment was total 41.; the use of operational definition(56.1%), the development of test (17.1%), and the use of assessment tool(14.6%).

• The Journal of Korean society of community based occupational therapy
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• v.6 no.2
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• pp.31-38
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• 2016

Purpose : The purpose of this study was to know the relationship of stress and aggression of children with physical disability. The study also tried to search the factors affecting aggression and offer the information to the department of occupational therapy for intervention. Method : We distributed questionnaire to 105 children who have disability grades from hospitals in Gyeongsangbukdo, Gyeongsangnamdo, Daegu, and Busan and collected the data. We used descriptives for analysis of general characteristics, t-test and one-way ANOVA for stress and aggression according to characteristics, and Pearson correlation coefficient and stepwise regression for stress and aggression. Result : The first, stress score was 2.65, aggression was 2.53, and physical aggression was 3.01 that is the highest score in the items. The second, there was a significant difference of physical aggression(p=.021) in comparison of the grades. There was a significant difference of stress(p=.048), total aggression(p=.040), and physical aggression(p=.047) in comparison of gender. There was significant difference of stress(p=.035) and total aggression(p=.042) in satisfaction of school. The third, there was a significant correlation of total aggression(r=.475), physical aggression(r=.568), language aggression(r=.311), anger(r=.397), and hostility (r=.491) quantitatively in correlation of stress and aggression. The fourth, the factors affecting aggression of children with physical disability were stress, male, and satisfaction of school(F=61.187, p<.01). Conclusion : We knew that factors affecting aggression of children with physical disability were their stress and some of general characteristics.

• Journal of the Korean Society of Food Science and Nutrition
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• v.43 no.10
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• pp.1594-1606
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• 2014

The purpose of this study was to examine safety accidents related to school foodservice, working and operating environments of school foodservice, status and awareness of safety education, educational needs, and information on qualitative improvement of school foodservice. The subjects in this study were 234 cooks in charge of cooking at elementary and secondary schools in Chungbuk. A survey was conducted from July 30 to August 8, 2012, and among 202 questionnaires gathered, 194 completed questionnaires were analyzed. Statistical analyses were performed on data utilizing the SPSS version 19.0. The main results of this study were as follows: 44.3% of workers experienced safety accidents. The most frequent safety accident was 'once' (60.5%), and most safety accidents took place between June and August (31.4%). The time at which most safety accidents happened was between 8 and 11 am. Most safety accidents happened during cooking (52.3%) and while using a soup pot or frying pot (52.4%). The most common accidents were 'burns', 'wrist and arm pain', and 'slips and falls'. Respondents who experienced safety accidents replied that 57.6% of employees dealt with injuries at their own expense, and only 35.3% utilized industrial accident insurance. In terms of the operating environment, the score for 'offering information and application' was highest (3.76 points), whereas that for 'security of budget' was lowest (1.77 points). As for accident education, employees received safety education approximately 3.45 times and 5.10 hours per year. Improving the working environment of school foodservice cooks requires administrative and financial support. Furthermore, educational materials and guidelines based on the working environment and safety accident status of school foodservice cooks are required in order to minimize potential risk factors and control safety accidents in school foodservice.

• Journal of Music and Human Behavior
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• v.14 no.1
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• pp.85-108
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• 2017

The purpose of this study was to examine how a therapeutic drumming intervention would impact middle school students with regard to school violence prevention. Participants were all in the third-year class of a middle school in Korea. A school music teacher and a music therapist designed and implemented the program collaboratively, and mainly used dyadic, synchronized, and improvisational drumming based on the Social Emotional Learning core competencies. A total of 65 students participated in a weekly 45-minute program for 10 weeks. Ten participants out of 65 were selected for interviews and the rest of the 55 participants were asked to fill out an open-ended survey. Content analysis of the survey and interviews produced 492 meaningful statements, which were categorized into seven themes: somatic responses to drumming, emotional processing, group cohesion, empathy, relationship with peers, self-esteem, and self-regulation. The findings indicated that dyadic, synchronized, and improvisational drumming may promote prosocial behaviors in students of this age. The author discussed that drumming produces physical input directly from the instruments, which prompts students to identify and empathize with their own or others' emotions. This study therefore suggests that collaborative work between school music teachers and music therapists may positively impact middle school students' prosocial behaviors, as they pertain to school violence in Korea.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.3
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• pp.44-60
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• 2021

Objective : The purpose of this study was to identify the characteristics of domestic single-subject research related to the participation of students with intellectual disabilities in classes. Methods : We investigated a total of five papers to determine the features and qualitative levels of the papers being analyzed. Results : A total of 12 subjects were studied, and experiments were conducted at all stages. All research used a multiple baseline design. The independent variables were the positive behavior support approach (2), the strength-oriented activities approach, the self-decision teaching and learning model approach, and the self-monitoring approach. As a dependent variables, there were four pieces set up exclusively for class participation behavior, and one that was set up mixed with class interruptions behaviors. The qualitative level of the studies to be analyzed was 100% of the high level. Conclusion : Through this study, single-subject studies that applied interventions related to participation in class for intellectual disabilities in elementary schools have confirmed that effective interventions were applied and that the quality levels were reliable.

• Journal of the Korea Convergence Society
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• v.10 no.9
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• pp.55-61
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• 2019

The purpose of this study was to investigate the correlation between the hand dexterity and grip strength of 8-10 year elementary school children and 20-24 year college students. This study was conducted on 77 elementary school children aged 8-10 years old and 50 college students aged 20-24 years. The chopsticks manipulation test (CMT) and dymanomenter were used to evaluated hand dexterity and grip strength. In this study, the correlation between hand dexterity and grip strength, and the age, hand dexterity and grip strength of the subjects were compared. hand dexterity between 8-10 year old and 20-24 year old students were statistically different between 8 and 9 year olds, and the control was between 8 and 20-24 year old students. There were statistically significant differences. In addition, in the correlation between age, hand dexterity and grip strength, age and grip strength were positively correlated, and age and hand dexterity were negatively correlated. These results may contribute to the development of children's hand function and the fusion approach.

• Therapeutic Science for Rehabilitation
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• v.10 no.2
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• pp.109-128
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• 2021

Objective : The purpose of this study was to develop a Korean version of the Activities of Daily Living (ADL)-focused Occupation-Based Neurobehavioral Evaluation (A-ONE) through cross-cultural adaptation and examine its validity and reliability. Methods : This study translated the A-ONE into Korean and performed cross-cultural adaptation for the Korean population. After the development of the Korean version of the A-ONE, cross-cultural and concurrent validities were analyzed. Internal consistency, test-retest reliability, and inter-rater reliability were also evaluated. Results : We adapted three items to the Korean culture. The Korean version of the A-ONE showed high cross-cultural validity with a content validity index (I-CVI) >0.9. It correlated with the Functional Independence Measure (FIM) (r=0.52-0.77, p<0.001), except for communication. Cronbach's α was 0.58-0.93 for the functional independence scale (FI) and 0.42-0.93 for the neurobehavioral specific impairment subscale (NBSIS). Intraclass correlation coefficients (ICCs) indicated high test-retest and inter-rater reliability for FI (ICC=0.79-1.00 and 0.75-1.00, respectively) and NBSIS (ICC=0.74-1.00 and 0.72-1.00, respectively). Conclusion : The Korean version of the A-ONE is well adapted to the Korean culture and has good validity and reliability. It is recommended to evaluate ADL performance skills and neurobehavioral impairments simultaneously in Korea.

• Journal of Korea Entertainment Industry Association
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• v.13 no.7
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• pp.487-495
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• 2019

The purpose of this study was to investigate the effect of creative leadership and self-efficacy on college adaptability of nursing students. For the study, 380 students of G city nursing students were subjected to creative leadership test, self-efficacy test and college adaptability test. Correlation analysis and multiple regression analysis were conducted through SPSS24.0 program. The results of this study were as follows: First, college adaptability showed a positive correlation with self-efficacy and subordinate factors of creative leadership such as personal leadership, servant leadership, and problem-solving leadership. Second, as a result of the multiple regression analysis on the factors that showed significant difference in correlation, the factors that contribute to college adaptability were personal leadership, servant leadership, and self-efficacy in order of 41.1%.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.2
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• pp.1-14
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• 2018

Objective : The present study investigated the effects of group play activities based on Ayres Sensory $Integration^{(R)}$ (ASI) on sensory processing ability, social skill ability and self-esteem of low-income children with attention deficit hyperactivity disorder (ADHD). Methods : A total of 20 low-income participants with children with ADHD were recruited and divided into an experimental group (n=10) and a control group (n=10). Sensory processing ability was measured via the Short Sensory Profile (SSP). Social skill ability was measured via the Social Skills Rating System (SSRS). To measure self-esteem, the Rosenberg's self- esteem scale was used. The experimental group received the $ASI^{(R)}$ group play activities for 50 minutes, twice per week for six weeks, while the control group did not receive an intervention. Level of significance of all statistical analyses was .05. Results : Social skill ability (F=4.443, p=.05), cooperation (F=5.328, p=.035) and self-esteem (F=5.358, p=.033) differed significantly between groups after the intervention. Conclusion : Our findings indicate that the group play activities based on $ASI^{(R)}$ are effective in improving social skill ability and self-esteem. This study provided a theoretical basis for the claim that sensory integration therapy should be applied in general elementary schools.