• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.192-196
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• 2017

Social (pragmatic) communication disorder (SCD) is a new diagnosis included under communication disorders in the neurodevelopmental disorders section of Diagnostic and Statistical Manual of Mental Disorders-5. SCD is defined as a primary deficit in the social use of nonverbal and verbal communication. SCD has very much in common with pragmatic language impairment, which is characterized by difficulties in understanding and using language in context and following the social rules of language, despite relative strengths in word knowledge and grammar. SCD and Autism Spectrum Disorder (ASD) are similar in that they both involve deficits in social communication skills, however individuals with SCD do not demonstrate restricted interests, repetitive behaviors, insistence on sameness, or sensory abnormalities. It is essential to rule out a diagnosis of ASD by verifying the lack of these additional symptoms, current or past. The criteria for SCD are qualitatively different from those of ASD and are not equivalent to those of mild ASD. It is clinically important that SCD should be differentiated from high-functioning ASD (such as Asperger syndrome) and nonverbal learning disabilities. The ultimate goals are the refinement of the conceptualization, development and validation of assessment tools and interventions, and obtaining a comprehensive understanding of the shared and unique etiologic factors for SCD in relation to those of other neurodevelopmental disorders.

• Psychiatry investigation
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• v.15 no.12
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• pp.1144-1153
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• 2018

Objective One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). Methods In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and second-order false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. Results We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. Conclusion Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.32 no.3
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• pp.112-117
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• 2021

Objectives: This study identified changes in social communication and interaction among children with autism spectrum disorder (ASD) through Theraplay. Methods: This study included 20 children who were diagnosed with ASD by a child and adolescent psychiatrist and were recommended to undergo Theraplay in 2012-2017. The Marschak interaction method was used to identify and analyze the interactions between parents and their children. The Korean version of the Social Communication Questionnaire (K-SCQ) was used to evaluate symptoms of ASD. The Wilcoxon signed-rank test was used to compare the differences before and after Theraplay. Results: Upon comparing the differences in total K-SCQ scores, there were statistically significant changes (z=-3.269, p=0.001) in children with ASD. Changes were also confirmed in each category, namely social interaction, communication, and limited and repetitive behavior patterns (p=0.011, p=0.025, p=0.039, respectively). Conclusion: This study found that Theraplay may cause significant changes in social communication in children with ASD. Further studies are needed to establish the effectiveness of Theraplay in children with ASD.

• Korean Journal of Child Studies
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• v.30 no.4
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• pp.15-31
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• 2009

This study examined relationships between the stress of families with autistic children, the social adaptation of autistic children and whether this relationship is moderated by family resilience and social support. The subjects were mothers of autistic children attending a special school for children with autistic disorder. Survey tools measured family stress, social support, and social adaptation. Family Resilience was measured by family hardiness, family coherence, family communication, problem-solving, and management strategy. Results showed that higher degree of family stress resulted in lower degree of adaptation in families of autistic children. The effectiveness of family resilience and social support as moderators between family stress and adaptation of families with autistic children was confirmed.

• Journal of Families and Better Life
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• v.31 no.5
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• pp.47-63
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• 2013

This study deals with a counseling case in which a mother requested counseling due to the problems of her daughter, who suffers from multiple tic disorder. The participants of this study included five family members (grandmother, father, mother and two female children) and a total of 23 sessions were held from September 2006 to December 2007. Additional counseling ($24^{th}$ counseling session) was conducted on April 1st, 2009. The data was based on recorded transcripts and notes from 24 family therapy sessions. The study used a constant comparative analysis, which uses matrix and network display as an analysis method suggested by Miles&Huberman(1994). The characteristics of the family of origin and the indifference of the husband had caused the wife stress. The couple had frequent conflicts due to dysfunctional communication methods, a clash of values, sexual dissatisfaction, and a lack of communication. This marital conflict became the primary factor of the daughter's multiple tic disorder. Intervention of the family therapist resulted in the setting of treatment goals based on MRI's communication theory and Bowen's family systems theory in order to solve the problem of the daughter's multiple tic disorder. Also, the therapist's intervention techniques included exploring experiences with the family of origin, shedding light on the multigenerational transmission process, exploring dysfunctional attempts at solutions, the therapist's self-disclosure, providing similar cases, dealing with resistance, and suggesting a new communication method. To solve the problem, the therapist helped the family separate the daughter spatially from her parents. Therefore, the therapist's intervention helped reduce the daughter's tics and improve relationships among the family.

• Journal of Korean Academy of Nursing
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• v.35 no.5
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• pp.896-903
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• 2005

Purpose: This study was designed to exam me the effects of an assertive training program on interpersonal relations, and psychiatric symptoms in patients with a mental disorder. Method: The study employed a quasi experimental design. The subjects included 44 patients with a mental disorder, 20 in the experimental group, and 24 in the control group. Data was collected using structured questionnaires over a 3 month period. Results: There were greater significant increases in scores of interpersonal relations and content of communication in the experimental group than the control group. Also, there was a greater significant decrease in the score of psychiatric symptoms in the experimental group than the control group. Conclusion: Assertive training has an effect on increasing content of communication and decreasing psychiatric symptoms.

• Journal of Music and Human Behavior
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• v.19 no.2
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• pp.27-53
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• 2022

The purpose of this case study was to construct a social context-based musical play program for children with high-functioning Autism Spectrum disorder (ASD) and to examine its applicability in improving the social skills of the children. The participants were a group of three children with high-functioning ASD with an average age of 9 years. The children participated as a group in 40-minute sessions that were implemented twice a week for 8 weeks. The children's social communication behaviors were observed during the sessions and analyzed in terms of sharing and exchanging their ideas and voluntarily interacting with peers and an adult (i.e., the researcher). The Social Skills Rating System (SSRS) was completed by the teachers of participants before and after the intervention. For all three participants, the occurrence of behaviors to exchange their ideas with peers and voluntarily interacting with an adult increased following the intervention. However, there were individual differences between the participants in terms of changes in each target behavior depending on their level of language and social skill development. These results suggest that social context-based musical play program may produce positive changes in voluntary communication with peers and play a significant role in expanding the scope of interventions that target the social communication of children with ASD.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.61-87
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• 2016

With broad individual variability in social communication skills of children with autism spectrum disorders and increasing focus on interventions targeting social communication of this population, there is a need for systematic analysis of how social communication outcomes are measured. This study aimed to systematically analyze the measurement tools used in the music therapy interventions for improving social communication of children with ASD. Electronic databases and music therapy journals were searched for controlled studies published between 1980 and 2015. A total of 21 studies were included for the analysis. The results demonstrated that direct observation of behaviors was the most frequently used and the combination of targeted social communication areas and specific measurements used for a specific skill varied among the studies. In addition, 90.4% of studies reported interrater reliability. These results indicate that there has been a diversity in approaches to measure social communication skills despite increasing attempts for systematic measurements. In consideration of the nature of social communication development in children with ASD, multifaceted strategy to understand and assess the target skills in terms of specific behavior acquisition, social functioning in general, and social cognition was recommended.

• Journal of Music and Human Behavior
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• v.18 no.2
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• pp.19-43
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• 2021

The purpose of this case study was to examine whether an interactive music-making intervention using GarageBand was applicable to improve the social communication skills of school-age children with autism spectrum disorder (ASD). Two children with ASD (both male, ages = 8 and 11 yrs.) participated in this study. The interactive music-making intervention included three stages: 1) musical imitation, 2) musical expression and coordination, and 3) musical interaction. Each session lasted 40 minutes, and sessions took place twice a week over 4 weeks. The participants' social communication behaviors were observed and analyzed in terms of exchanging ideas with each other. Engagement in interactive behaviors (e.g., turn-taking, imitating or reflecting the investigator's music, and creating one's own music using the motive from the investigator) during music making was also analyzed. During the sessions, increases in the attempts to express their opinions on music making processes and requests for help for the process were observed. Engagement in turn-taking form of interactive playing and reflecting the musical motive from a partner (i.e., investigator) were also improved. The Social Responsiveness Scale-2 (SRS-2) ratings indicated negative social behaviors decreased after intervention in both participants. The findings of this study suggest that interactive music-making activities using GarageBand can be an effective method in clinical practice to improve social communication skills for school-aged children with ASD.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.11 no.1
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• pp.51-60
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• 2000

Background and Objectives : Quality of life(QOL) is a construct representing physical, mental and social well-being. QOL has been used as a device for measuring the severity of health-related condition and treatment outcomes. As the social welfare system develops, the attention to QOL increases as well. The aims of this study was to examine whether the patients with voice disorder perceived significantly more the effects of voice disorder on QOL than nonpatient group did and if any, identify the sociodemographic risk factors influencing QOL of patients. Materials and Methods : This study asked 113 adults with voice disorders who were enrolled in Voice Clinic in the Department of Otolaryngology, Kangbuk Samsung Hospital between lune 1998 and January 1999 and 111 nonpatients to complete a questionnaire designed to elicit information about the effete of voice disorders on quality of lift. The questionnaire included items concerning sociodemographic areas, voice symptoms, job, effects of voice disorders on QOL domains(work, social, psychological, physical, and communication areas), potential risk factors to exposures, familial and medical history of voice disorders. Results : The sociodemographic characteristics of the patient group are as follows : (1) 75.2% of total patient group were female and the rest were male. (2) Age of total patient group ranged from 20 to 65 years. Hoarseness was the most commonly reported complaints, followed by complaints of high note difficulties during singing and voice fatigue. The patient group perceived effects of voice disorders on the areas of work, social, psychological, physical and communication more adversely than the comparison group did (p＜0.05). QOL impairments were evaluated as a function of age, gender, education, and income, controlling other independent effects. The results were that (1) age was significantly associated with work problems and (2) gender and income were significantly associated with psychological problems. Conclusions : The findings indicated that the patients with voice disorders would perceive markedly adverse effect on all QOL domains, that is, work, social, psychological, physical, communicational areas. Therefore, the results of study suggest that lurker investigations about the nature of voice disorders, the prevention, treatment, and coping strategies are needed in the future.