• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.11-20
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• 2019

The purpose of this research is to investigate the experience for behavior intervention and awareness of positive behavior support among beginning special education teachers. For this, 5 special education teachers with less than 2 years of experience participated in this research. One-on-one in-depth interviews were carried out with them, and all interview results were transcribed and analyzed according to the constant comparison method resulted in 4 major themes follows: 'motivation', 'a series of choice', 'regret for intervention' and 'awareness of Positive Behavior Support'. also, 9 sub themes follows: 'educational needs', 'living needs', 'starting intervention', 'process of intervention', 'results of intervention', lack of resources', 'lack of communication', 'new attempts', 'new areas'. During a discussion, requests for behavior intervention and awareness of positive behavior support, which had been drawn in the research results, were discussed, and the limitation of this research was suggested.

• 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.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.540-550
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• 2017

To investigate a variety of nonpharmacologic interventions have confirmed what the symptoms and effects, mainly interventions by acting on behavioral and psychological symptoms of dementia was conducted a meta-analysis. Data were collected from online search engines using search words from domestic and foreign article database. The researcher independently and among the pre-post experimental studies published from January 2000 to June 2016, recalled applying for the elderly with dementia presents the effect of treatment group and the control group RCT in this study were included in the study. The results of this meta-analysis showed that, effect size of the nonpharmacologic interventions of total -0.33, occupational therapy - 0.26, multi-sensory stimulation intervention -0.65 was significant beneficial effects to elderly with dementia(p<.05). According to interventions as a major affected the symptoms associated with behavioral problems, mainly aggression, memory-related problem behavior in the home-based program. Also, reminiscence therapy and occupational therapy is generally apathy, multi-sensory stimulation and music therapy was confirmed that there was a major change in behavior anxiety or agitation. The results of this study confirmed that various nonpharmacologic interventions were effective on behavioral psychological symptoms of dementia patients and confirmed the main symptoms of intervention.

• The Journal of the Korea Contents Association
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• v.17 no.2
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• pp.687-695
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• 2017

This study tried to confirm the effective intervention to reduce drinking frequency and problem behaviors among the three interventions; school based, feedback, and behavior change. Meta-analysis was conducted targeting at 16 studies of randomized controlled trial in which alcohol intervention has been applied to adolescent. The drinking frequency and problem behaviors were analyzed by follow up period. There was a significant difference in the feedback intervention to reduce the frequency of drinking under 3 months of follow up period. Also, there was a significant difference in the feedback intervention to reduce the problematic behaviors of drinking between 4 and 12 months of follow up period(p<.05). The study confirmed that feedback intervention is effective in reducing the frequency of drinking during the follow up period under 3 months, and it is effective in reducing the problem behaviors of drinking during the 4~12 months of follow up period. Also, the study confirmed that school-based intervention and feedback intervention were useful in reducing and preventing harmful effects of drinking by adolescents.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.1
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• pp.13-23
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• 2021

Objective : This study examined the effects of vestibular sensory integration on the sensory processing, problem behavior, and auditory behavior in children who had cochlear Implants. Methods : This single-subject AB study was conducted for 11 weeks from August to November 2019 with three children with cochlear implants. A pre-test measure of each child's sensory processing and auditory behavior was recorded with the baseline on operationally defined behavioral problems as four incidents during 40 minutes of free play with an occupational therapist. The treatment period was 15 40-minute sessions of vestibular sensory integration. Behavioral problems were monitored and recorded during each treatment session. Once treatment was complete, a post-test was conducted on the children's sensory processing and auditory behavior. Results : The sensory processing and auditory behavior of all three participants improved after the vestibular-focused sensory integration, and diverse problem behaviors showed decreasing trends during the interventions. Conclusion : Vestibular sensory integration leads to positive changes in the sensory processing, problem behavior, and auditory behavior of children with cochlear implants.

• 재활복지
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• v.21 no.4
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• pp.77-99
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• 2017

The purpose of this study is to prepare the basic information of teacher training through the special education teachers' present execution status and awareness on positive behavior intervention support for the student with disabilities. The results of the study as follows: First, the rate of teachers having high concern on students' behavioral management was 22.9%, and the rate of teachers taking median concern was 66%. And the teachers obtained the information on problem management including positive behavior support by publications or teacher training. Second, the importance of individual interventions valuated significantly which presented mostly more 4 point. But relatively the point of application possibility was lower than the point of importance evaluation. Third, the rate of application as 70% among total research participants presented to be used the most in all individual interventions on positive behavior support. And on the effectiveness, the teachers answered that 23 interventions were effective. But, on the facts of monitoring and assessment of behaviors, the special education teachers negatively evaluated the effectiveness. Results are discussed with previous research, contributions to future directions, and implications in interventions for students with disabilities.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.3
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• pp.79-102
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• 2023

Objective : Autistic Spectrum Disorders(ASD) is a developmental disorder characterized by atypical sensory adaptation, communication problem, stereotyped behavior, and feeding disorders. The reasons for ASD feeding disorders are oral sensory motor, cognitive, behavioral, and social problems. Major symptoms include picky eating, selective eating, food refusal, food neophobia, limited food variety, and food aversion. ASD feeding disorders could be accompanied by various problems such as health and nutrition intake problems, feeding development, eating-related sociability, and family and caregiver stress. Feeding problems and disorders in ASD can present from birth. However, ASD is diagnosed by the age of 3, and there might be an appropriate treatment gap. Usually, symptoms of feeding disorders tend to decrease with age. However, the symptoms often remain, so early evaluation, intervention, and periodic checking are necessary. In this study, the general information about the feeding disorder characteristics of ASD, influencing factors, and intervention were described through a literature review. Conclusion : Sensory-based therapy and behavior-based therapies are generally used for feeding disorders in ASD. Sensory-based therapy is effective for food sensitivity and behavior-based therapy for food selection. As the symptoms of feeding disorders in ASD are diverse, a comprehensive approach includes play and participation, oral motor exercise, diet, and daily life. However, appropriate evaluation, intervention protocol, and guidelines for the treatment of feeding disorders in ASD are limited. Therefore, a complex approach based on a more systematic understanding is needed. Feeding rehabilitation specialists, such as occupational therapists, should provide appropriate evaluation and intervention.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.407-421
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• 2016

This paper reports a meta-analysis of sixteen studies that evaluated the efficacy of cognitive behavioral therapy (CBT) for persistent primary insomnia. PubMed, Cochrane Library, EMBASE, CINAHL and several Korean databases were searched between January 2015 and June 2015. The main search strategy involved the terms that indicate CBT-I (Cognitive Behavioral Therapy-Insomnia) and presence of insomnia. Methodological quality was assessed using Cochrane's Risk of Bias. Data were analyzed by the RevMan 5.3 program of Cochrane Library. Sixteen clinical trials met the inclusion criteria, resulting in a total of 1503 participants. Stimulus control, sleep restriction, sleep hygiene education, and cognitive restructuring were the main treatment components. CBT-I was conducted for a mean of 5.4 weeks, 5.5 sessions, and an average of 90 minutes per session. The effects of CBT-i on total sleep time (d=-0.31), sleep onset latency (d=-0.29), awakening time after sleep onset (d=-0.55), sleep efficiency (d=-0.70), insomnia severity (d=-0.77) and sleep belief (d=-0.64) were significant. Overall, we found a range from small to moderate effect size. CBT-I also was effective for anxiety (d=-0.30) and depression (d=-0.35). The findings demonstrate that CBT-I interventions will lead to the improvement of both sleep quality and quantity in patients with insomnia.

• 한국보건간호학회:학술대회논문집
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• 2003.10a
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• pp.125-126
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• 2003

• The Journal of Special Children Education
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• v.21 no.2
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• pp.193-215
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• 2019

Purpose: The purpose of this study was to analyze the effects of the Visual Schedule on class engagement behaviors. Method: The experiment was conducted in a structured classroom setting for using Visual Schedule. The participant of this study was an 8-year-old elementary school student with Autism Spectrum Disorder. For this study, a multiple probe design across settings was employed to identify a potential functional relationship between independent and dependent variables. The independent variable was the implementation of Visual Schedule. The dependent variable of this study included the percentage of the incidence of the exact class engagement behaviors by the participant. Results & Conclusion: The results demonstrated that using Visual Schedule would be effective to increase the participant's class engagement behaviors. The effects of using Visual Schedule are maintained in the Follow-up post-intervention probe phase.