• Clinical and Experimental Pediatrics
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• 제51권9호
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• pp.911-921
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• 2008

Learning disabilities (LD) are heterogeneous group of disorders with evidences of genetic or familial trait, intrinsic to the individual and presume to be due to central nervous dysfunction. Learning disabilities and attention deficit hyperactivity disorder (ADHD) are the two of the most common disorders in the population of school-age children. Typically academic achievements in children with learning disabilities are significantly lower than expected by their normal or above normal range of IQ. Although academic and cognitive deficits are hallmarks of children with LD, those children are also at risk for a broad range of behavioral and emotional problems. Almost all cases meet criteria for at least one additional diagnosis such as ADHD, developmental coordination disorder, depression, anxiety, obsessive compulsive disorder, tic disorder, among which ADHD is particularly predominant. Because of the response to the therapeutic intervention program is promising and positive when applied early, it is critical to recognize patients as early as possible. Pediatricians often are the first to hear from parents worried about a childs academic progress. It is not the responsibility of pediatrician to make a diagnosis, referring children for a diagnostic evaluation of LD is a reasonable first step. Pediatricians can make early referral of suspicious children by asking some serial short questions about basic and processing skills. With a basic knowledge about the clinical characteristics, diagnostic and therapeutic procedures of LD, pediatricians also can provide primary counseling and education for parents at their outpatient clinical settings.

• Journal of Medicine and Life Science
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• 제19권1호
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• pp.1-7
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• 2022

Learning disabilities (LD), also known as learning disorders, refers to cases in which an individual experiences lower academic ability as compared to the normal range of intelligence, visual or hearing impairment, or an inability to peform learning. Children and adolescents with learning disabilities often have emotional or behavioral problems or co-existing conditions, including depression, anxiety disorders, difficulties with peer relationships, family conflicts, and low self-esteem. In most cases, attention deficit and hyperactivity disorder coexists. As learning disabilities have the characteristics of a difficult heterogeneous disease group that cannot be attributed to a single root cause, they are diagnosed based on an interdisciplinary approach through medicine and education, such as mental health medicine, education, psychology, special education, and neurology. In addition, for the accurate diagnosis and treatment of learning disabilities, the diagnosis, prescription, treatment, and educational intervention should be conducted in cooperation with doctors, teachers, and psychologists. The treatment of learning disabilities requires a multimodal approach, including medical and educational intervention. It is suggested that educational interventions such as the Individualized Education Plan (IEP) and the Response to Invention (RTI) should be implemented.

• 재활치료과학
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• 제12권1호
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• pp.7-22
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• 2023

목적 : 본 연구는 아동 및 성인 환자를 대상으로 IM 중재를 적용한 국내 연구 중 단일대상연구 문헌의 연구 특성과 질적 수준을 확인하는 것이다. 연구방법 : 문헌 검색은 2011년 1월부터 2022년 6월까지 온라인 데이터베이스를 통해 IM 중재를 적용한 11편의 단일대상연구 문헌을 선정하였으며, 대상 문헌을 연구의 내용에 따라 일반적인 특성과 연구 방법의 질적 수준을 분석하였다. 결과 : 분석 문헌의 질적 수준은 모두 중간 수준 이상이었으나 중재 블라인드 및 신뢰도에서 낮은 이행도를 보였다. 단일대상연구의 설계 방법으로는 ABA 설계가 가장 많은 비중을 차지하였다. 연구 대상자는 ADHD가 가장 많았고, 종속변수는 집중력, 균형, 양측 협응, 타이밍 등을 확인하였으며, 평가 방법으로는 IM-SFT가 가장 높은 빈도로 사용되었다. 중재 회기는 대부분 8~10회 이상의 중재를 적용하였고 3~11주 동안 적용하였다. 중재 결과 선정된 모든 연구에서 중재 후 기능적 향상을 보고하였다. 결론 : 보다 다양한 질환을 대상으로 IM 중재의 적용을 확대해 볼 필요성이 있을 것으로 판단되며, 집중력, 균형 등과 같은 종속변인과 함께 대상자의 삶의 질, 일상생활의 변화 등에 미치는 영향까지 연구해 볼 필요성이 있을 것으로 판단된다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제17권2호
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• pp.114-123
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• 2006

Objectives : The special class has been made, bringing rapid increase quantitatively. The authors carried out the child psychiatric interview and evaluation for 9 special-classed children in Asan city to find out clinical diagnosis and emotional/behavioral characteristics. Methods : The child psychiatrists evaluated special class children by DSM-IV and K-SADS-PL. Tools for the evaluation were Child Behavior Checklist- Korean version, Korean Personality Inventory for Children, Children's Depression Inventory, Abbreviated Conners Parent-Teacher Rating Scale-Revised, State-Trait Anxiety Inventory for Children, Vineland Social Maturity Scale, Wechsler Intelligence Scale for Children-III, and Childhood Autism Rating Scale. Results : Ultimately 53 children, consisting of 35 boys(67.9%) and 18 girls(32.1%), participated, and the average age was $10.5{\pm}1.3$ years old. Their measure of Vineland Social Maturity Scale was $78.7{\pm}20.0$, Childhood Autism Rating Scales was $25.4{\pm}9.0$, Child Depression Inventory was $22.2{\pm}5.2$, State-Trait Anxiety Inventory for Children was $35.2{\pm}8.2/36.5{\pm}6.2$, and Abbreviated Conners Parent-Teacher Rating Scale was $11.0{\pm}4.6$. In the clinical diagnosis evaluation, the prevalence rate of learning disorder was decreased compared to early research, ADHD had been newly appeared and depression disorder and anxiety disorder had been increased. Conclusion : This result suggests that a lot of children in a special class have complex emotional and behavioral problems in addition to educational problems.

• 동의신경정신과학회지
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• 제20권1호
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• pp.119-146
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• 2009

Objectives : In this study, patients with tic disorders who visited an Oriental medicine clinic were examined for their demographic characteristics, characteristics of symptoms, relation to Attention-deficit Hyperactivity Disorder(ADHD) and peculiarity according to various variables such as motor and vocal tics. Methods : After surveying 292 patients who visited an Oriental medicine clinic with tic symptoms as main complaints for 17 months, SAS 9.1, a statistical program was used for statistical analysis. Results : 1. The BMI of male tic patients was significantly higher than female ones and it was similar to or higher than the normal group. 2. Patients who are eldest children were 1.7 times higher than those who are not eldest ones. 3. The most usual case of motor tics was the eye blink and the most one of vocal tics was a dry cough. 4. There was no significant difference between male and female patients for all symptoms of motor and vocal tics, but male patients had significantly more obsessions related to tics than female ones. 5. There was no significant difference in the age of initial occurrence of Transient tic disorder(TTD), Chronic tic disoder(CTD) and Tourette's disorder(TD). 6. For the general disorder of a tic and Conners' ADHD rating scale, there was no significance in TTD, CTD and TD. 7. 66% out of the total subjects of 197 cases were found to score more than 65 points in more than 1 items among 8 items such as the time, hearing, wrong alarm, mean response time and standard deviation in the response time, etc. of the ADHD diagnosis system(ADS). 8. The eye blink among motor tics was shown mainly by patients under 10 years old and the frown, movement of the head, shrug and movement of the arms were shown mainly by 11-19 years old patients. Conclusions : For the number, frequency, seriousness and inconvenience in life of tics, TD showed a significantly higher result than TTD and CTD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제17권2호
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• pp.131-140
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• 2006

Objectives : This study was conducted to investigate the deficits of executive function in children with ADHD, Asperger's Disorder(AD), and teaming disorder (LD), and to identify the differential characteristics of executive function deficits among three groups. Methods : The clinical group consisted of 46 children between the ages of 7 and 15 (16 ADHD, 16 LD, 14 AD). Neuropsychological tests for measuring cognitive function, attention and executive function were individually administered to children, and their performance scores were calculated based on the age norm for each test. Results : There was no significant difference in FSIQ, VIQ, and PIQ among the three groups. However, the AD group tended to show higher scores on the subtests of Information, Vocabulary and Digit Span, and lower score on Comprehension subtest than the ADHD and LD groups, while the LD group tended to show the lowest scores on the Information and Vocabulary subtests. On ADS, the ADHD group showed the highest omission and commission errors. All groups showed poor performances belonging to below 25 percentile ranks on executive function tests when compared to the age norms of normative group. The number of completed category on WCST was the smallest in the ADHD group, while the working memory score was the lowest in the LD group. Conclusion : These results suggest that ADHD, LD, and AD children have executive function deficit in common. However, the specific deficit areas in executive function are different for each group.

• 한국비블리아학회지
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• 제29권2호
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• pp.247-274
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• 2018

2013년 일본 서점기업 CCC가 다케오시립도서관의 지정관리자로서 도서관의 관리 운영을 수탁하였다. 관내에 상업시설을 병설하고 독자적인 분류체계를 사용하는 등 도서관 운영 및 공간구성을 종래의 공공도서관과 달리 하고, 재개관 첫 해 기존의 약 3.7배에 달하는 방문이용자를 동원하면서 일본과 국내 언론의 화제를 모았다. 본 연구에서는 다케오시립도서관에 대하여 문헌조사, 신문기사 내용분석, 인터뷰 조사를 수행함으로써 서점기업이 공공도서관을 위탁운영하게 된 배경과 언론이 어떠한 관점에서 다케오시립도서관을 논하고 있는지 이해하고자 하였다. 연구 결과, 신문기사들은 소도시 주민에게 도서관을 매개로 '복합문화공간'을 제공한 점, 방문자가 증가한 점, 지역경제 효과가 발생한 점은 긍정적으로 평가하였나, 운영적자가 계속되고 장서구입과정에 문제가 발생한 점은 한계로 평가하고 있음을 확인하였다.

• 영재교육연구
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• 제14권2호
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• pp.75-99
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• 2004

본 연구는 영재아동과 일반아동의 성격 특성의 차이와 영재아동의 성별에 따른 성격 특성의 차이를 알아보는 것이다. 부산광역시에 소재하고 있는 2개 초등학교 4-6학년에 재학 중인 아동 237명과 초등학교 4-6학년에 재학 중인 아동 중 담임교사를 통해 학교에서의 성취(집단지능검사나 학업성취 등)가 상위 5% 이내이거나, 교사가 영재로 지목한 학생들을 K-WISC-III를 실시하여 IQ지수가 130이 넘은 아동 108명을 대상으로 5요인 아동용 성격검사를 실시하였다. 연구 결과, 첫째, 영재아동과 일반아동은 신경증, 외향성, 개방성, 성실성에서 큰 차이를 보였으나 친화성은 별 차이가 없었다. 둘째, 영재여아와 영재남아는 성격 측면에서 두드러진 차이를 보이지 않았다. 그러나 하위 요인에서 영재남아는 신경증의 하위요인인 수줍음(위축)과 개방성의 하위요인인 영리성이 영재여아보다 유의미하게 높았고, 외향성의 하위요인인 자극추구성은 유의미하게 낮았다. 이러한 연구 결과는 아동의 정서적 안정이나 적극성, 열정, 그리고 사물과 상황을 바라보는 개방적인 사고와 높은 성취욕구와 유능감 등이 영재아동의 두드러진 특서이라 할 수 있으며 영재아동의 잠재력을 최대한 발휘할 수 있는 교수-학습 프로그램을 구성하기 위해서는 성의 차이를 고려하기보다는 개개인의 성격 차이를 고려하여야 함을 시사한다.

• 한국게임학회 논문지
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• 제10권6호
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• pp.115-124
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• 2010

뇌파는 초기에 원숭이가 모터로 팔을 조작하기 위한 방법에 관한 연구로 시작되었다. 최근에는, 측정한 뇌파를 치매 환자의 치매 진행 정도를 늦추거나 집중력결핍 과잉행동장애 아이들의 집중력을 높이기 위한 연구들이 진행되고 있다. 그리고 저가의 뇌파 측정 장치가 출시되면서 게임 인터페이스로도 사용된다. 뇌파로 게임을 제어할 때의 문제점은 사람마다 평균 진폭, 평균 파장 그리고 평균 진동 횟수가 다르다는 것이다. 뇌파 차이는 뇌파로 게임을 제어할 때 형평성 문제를 발생시키기 때문에 뇌파를 정규화해서 사용하는 방법이 필요하다. 이 논문에서는 정규분포를 사용해서 측정한 뇌파를 정규화하고 제어로 사용할 파형을 계산하는 방법을 제안한다. 이를 위해서 뇌파 변환 과정을 7단계로 나누어 처리하는 프레임워크를 제안하고 각 단계에 필요한 계산과정을 기술한다. 실험에서는 BCI 영어단어 학습 프로그램에 제안한 방법을 적용하여 두 피험자 파형을 비교했다. 실험에서는 두 피험자의 파형 유사 정도를 상관계수로 측정했다. 명상 값은 제안한 방법을 적용할 때 약 13%가 증가되었고 집중 값은 약 8%정도 증가되었다. 제안한 정규화 방법은 뇌파에 반영된 개인의 특성을 줄여서 제어에 적합한 파형으로 변환하기 때문에 게임과 같은 응용프로그램에 적합하다.

• 간호행정학회지
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• 제3권1호
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• pp.37-50
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• 1997

The purpose of this study was to identify the gap between need-level and demonstration-level in nursing managerial competencies. In addition, the study proposes solutions to narrow this gap. The results of this study are as follows : 1) The mean score for need-level of each item was 4.0, and for demonstration-level, 3.5. This indicates that military hospital head nurses demonstrate a higher level of managerial competencies than the moderate level on all items. But items which were related to resource/ cost/ information managament, staff development management and professionalism management got relatively low ratings in the need-level. 2) The mean score for need-level of each category was 4.14, and for demonstration-level, 3.53. Categories on the individual dimension got a higher rating than categories on the group or organization dimension in both need-level and demonstration level. 3) The gap between need-level and demonstration-level appeared in all items(p<.05) and categories(p<.001). Although the gap was relatively low, it indicates that it is essential to plan a developmemt program for all nursing management competencies for military hospital head nurses. 4) There were significant differences in the gap between need-level and demonstration-level according to specific characteristics of the subjects. The gap did not appear in many categories on the individual dimension where the number of nursing staff was more than 10, a major grade, ICU head nurse or for head nurses having a long career. 5) Need-level and demonstration-level showed a difference according to specific characteristics of the subjects, because need-level and demonstration-level were higher where the number of nursing staff was more than 10, a major grade, and for ICU or Medical ward head nurses. The categories which showed need-level difference and demonstration-level differences according to specific characteristics of the subjects existed almostly completely in the group and organization dimension. Gap-level differences according to the number of hospital bed existed in only two categories. 6) The general causes of the gap were indicated to be 'Knowledge/ skill/ experience deficit', 'Limitation of rules and systems/ Inappropriate organizational environment' for most items, categories, and dimensions. The results of this study indicate that extensive competency developing strategies must be developed, because a gap was found in all items and categories. Specially, there is a need to concentrate attention on competencies in the group and organizational dimension which had a wider gap level. And it is important to take an individual approach according to the cause for each gap. In order to produce effective competency developing strategies, top managers must have sinsights into the importance of nursing staff development and nursing officer's efforts to develop themselves must be achieved. Further multi-dimensional(education, personnel-policy, nursing/ organizational environment) solutions to the gap must be developed and utilized.