• The Journal of Korean Academy of Sensory Integration
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• v.16 no.3
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• pp.11-21
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• 2018

Objective : The purpose of this study is to investigate correlation of sensory processing patterns, learning styles and learning strategies for university students. Methods : Participants of this study are 115 students from K university in Busan, South Korea. Measurements are Adolescent/Adult Sensory Profile (AASP) for sensory processing patterns, the Study Process Questionnaire (SPQ) for learning styles, and the Motivated Strategies for Learning Questionnaire (MSLQ) for learning strategies. The data collected was analyzed by SPSS/WIN 20.0 for chisuare test and Pearson corelation coefficient. Results : For sensory processing patterns and learning styles, there were correlation between low registration type and surface type of learning (p=0.03), and between sensory seeking type and deep type of learning (p=0.02). For sensory processing patterns and learning strategies, sensory seeking type was correlated with organized learning strategy (p=0.00), and sensory sensitivity type was correlated with organizational learning strategy (p=0.03) and meta-cognitive learning strategy (p=0.00). Conclusion : This study found that there is correlation between sensory processing patterns, learning styles and learning strategies with implying learning styles and learning strategies can be different depends on sensory procession pattern. The results of this study can be used as a basic data to select learning type and learning strategy appropriate for an individual based on his or her sensory processing patterns.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.1
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• pp.64-75
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• 1999

Objective：The purpose of this study was to investigate the prevalence and characteristics of comorbid disorders and associated symptoms in pervasive developmental disorder(PDD) and to examine the correlation between associated symptoms and developmental characteristics in PDD children. Method：The sample consisted of 209 cases of PDD and 143 cases of developmental language disorder(DLD)(control group) who were treated at the Seoul National Mental Hospital from Jan. 1996 to Mar. 1999. The diagnostic work based on DSM-IV criteria was performed by one or two child psychiatrists, while the clinical feature was evaluated by doctors’s notes, occupational/speech therapy reports, and results of social maturity scale(SMS), childhood autism rating scale(CARS), and psycho-educational profile(PEP). Two groups were compared on a wide range of measures including comorbid disorders, associated symptoms, treatment drugs, and PEP. The relation between associated symptom & PEP was investigated in total(106 cases) and in each dignostic group. Sixty-four cases of PDD were divided into three groups by CARS and then compared on associated symptoms. Result：The prevalence of comorbid disorder was 19.6% in PDD, 41.2% in DLD. The rate of manifestation of 13 associated symptoms was 31.47% in PDD, 22.13% in DLD on the average. Associated symptoms significantly high in PDD were preoccupation, obsession, self-mutilation, stereotypy, sleep problems, and odd response. In total patient group, associated symptoms that significantly influenced PEP were preoccupation, self-stimulation, stereotypy, inappropriate affect, sleep problems, and odd response. But, in each diagnostic group, no associated symptom influenced PEP. Associated symptoms significantly different between the 3 groups of CARS were stereotypy, anxiety, and sleep problems. Conclusion：These preliminary results suggest that developmental characteristics may influence associated symptoms in PDD children and a realistic approach considering minute diagnosis by associated symptoms and comorbid disorders is required.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.81-88
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• 2016

This research investigated the sensory processing ability and selected subjects who had sensory processing problems, and divided the subjects into an experimental group and control group. The experimental group was educated with sensory processing intervention on the activities of daily living to determine its influence on the quality of life. The study was based on 230 university students with similar majors in 3 universities of Chungcheong area in the beginning of May, 2013. From here, 32 subjects who had issues with their sensory processing ability were selected. The 230 students were given a survey on the quality of life, individual characteristics, and sensory processing ability. Later, the 32 subjects who had problems with their sensory processing ability were divided into an experimental group and control group. The control group performed sensory processing intervention, whereas the control group did not. After the sensory processing intervention method for 6 weeks, the quality of life was re-evaluated. As a result, the total score of the quality of life after intervention was 98.69 in the experimental group and 84.81 in the control group (p=0.001). The physical score was 16.43 in the experimental group and 14.64 in the control group (p=0.008). The psychological score was 14.71 in the experimental group and 11.75 in the control group (p<0.001). The social score was 14.67 in the experimental group and 13.17 in the control group (p=0.032). The environment score was 14.66 in the experimental group and 12.34 in the control group (p=0.006). The experimental group showed a significant increase in all areas of the quality of life, whereas the control group did not. Through this result, it can be seen that a sensory processing intervention method in daily life can increase the quality of life for subjects with problems in sensory processing ability. Overall, it will be necessary to apply a treatment of various sensory intervention programs for adults and promote a better quality of life.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.2
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• pp.69-83
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• 2023

Objective : This study sought to systematically examine the intervention effect of social stories when applied in relation to children with sleep disorders. Methods : Studies available in the SCOPUS, ScienceDirect, PsycArticles, and PubMed databases that were published from 2001 to 2022 were searched. The keywords used for the search were as follows: ("social story" OR "social stories") AND ("sleep" OR "sleep disorders" OR "sleep wake disorder bedtimes" OR "sleep initiation and maintenance disorders" OR "sleep wake disorder" OR "sleep arousal disorders"). Based on the selection criteria, six experimental studies were selected and analyzed. Results : The selected studies were two randomized controlled trials, three individual trials, and one case study. The subjects were mostly children diagnosed with autism spectrum disorder who were school-aged or adolescent. The intervention types were often complex interventions, including social stories and other interventions, while the durations of the interventions varied from one day to more than 40 days. The interventions had a positive effect on the subjects' sleep quality, with night wakings, sleep onset delay, and sleep anxiety all being improved. As standardized assessment tools to evaluate the effectiveness of social stories, the Child Sleep Habits Questionnaire and the Child Behavior Checklist were used in two papers each, and were the most commonly used. As non-standardized assessment tools, each of the four papers used turbulence and sleep diaries as assessment tools. Conclusion : The effect of social story mediation can be divided into sleep quality and sleep-related behavior. In terms of sleep quality, studies showing improvements in night wakings, sleep onset delay, and sleep anxiety accounted for a large proportion of the sample. The detailed effect area of sleep quality showed a significant improvement after the interventions in most studies, and in all six studies analyzed in the present study, the continuation of the effect after the intervention was confirmed via follow-up tests. Thus, the findings of this study are expected to be helpful when applying social stories in children with sleep disorders in clinical practice due to presenting the intervention effects, outcome evaluation tools, and intervention periods in children with sleep disorders in prior investigations involving social stories.

• Journal of Korea Entertainment Industry Association
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• v.14 no.5
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• pp.277-287
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• 2020

The purpose of this study was to investigate the standardization of daily average smartphone use time among adolescents. The data were analyzed using the data from Korea youth risk behavior web-based survey of 2017, and the total number of students analyzed was 54,603. Frequency analysis, independent t test, Pearson correlation analysis, and one-way ANOVA were used for statistical analysis. As a result, the correlation coefficient between smartphone use time, age, and grade was very low (r =.025~.039). There was no significant difference in the usage of smartphone between middle and high school students(p>.05). Time of smartphone use was significantly higher in middle school students as the grade increased(p<.05). In high school students, second-year students had significantly more smartphone usage than first and third grade students(p<.05). The researchers described 54603 adolescents' average(minute) daily smartphone usage about sex(male, female), period of use(weekday, weekend), school(middle school, high school), and grade(first, second, third) as a 7th quartile. We suggest that the standard value of smartphone use time can be used as a basis for the physical and mental health management in adolescents. It is necessary to present a standard value that can prove the future overuse of smartphone.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.2
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• pp.63-73
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• 2015

Objective : To report the effects of a specific intervention, the Interactive Metronome$^{(R)}$ (IM), on timing, attention and motor function of a children with ADHD. Methods : The study is case reports about two boys with ADHD. One boy who is born 2008 is attending general elementary school as a first year student (case 1), and another boy who is born 2001 is attending general elementary school as a second year student (case 2). For each case subject, IM training was provided during 3 weeks, from January 2015 to Febrary 2015. Evaluations were performed pre- and post-intervention in order to exam timing, attention and motor skills. The measurements uses in this study are Long Form Assessment (LFA) for the timing, RehaCom screening module for the attention, and Bruininks-Oseretsky Test of Morot Proficiency, second version (BOT-2) for the motor function. Results : The timing function was improved in both cases since both showed reduced response time for all motor tasks of LFA. In terms of attention, case 1 showed improvement of visual attention division, neglect and response Inhibition, and case 2 showed improvement of sustained attention. Lastly, in the BOT-2, case 1 showed improved the percentile rank of short (from 42%ile to 96%ile), and case 2 also showed similar improvement (from 21%ile to 66%ile). Conclusion : This study provides positive evidence that the Interactive Metronome$^{(R)}$ training has positive power to facilitate several body functions such as timing, attention and motor control of children with ADHD, through two case studies.