• Journal of Dental Anesthesia and Pain Medicine
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• 제24권1호
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• pp.57-65
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• 2024

Background: The objective of behavioral guidance is to establish effective communication that aligns with a child's requirements to manage disruptive behavior. This study aimed to evaluate the effectiveness of the Tell-Show-Do and Ask-Tell-Ask techniques in managing dental anxiety in children during their initial appointment. Methods: The study included 50 children (28 boys and 22 girls) without any prior experience between the ages of 7 and 11 at their first dental visit. The children were randomly categorized into two groups: Group 1, Tell Shows Do, and Group 2, Ask-Tell-Ask. Subsequently, all children underwent noninvasive treatment procedures such as restorations, sealants, and oral prophylaxis. Furthermore, behavioral management techniques were employed based on the allocated group. Finally, anxiety levels for all children were assessed using the Raghavendra, Madhuri, and Sujata Pictorial Scale (RMS-PS) and heart rate at three different intervals (before, during, and after). The obtained data were entered into Microsoft Excel, and statistical analysis was performed using SPSS software. A paired t-test and Mann-Whitney U-test were used to compare the mean and median values of the two groups and determine their effectiveness. Results: Children in the TSD group exhibited statistically significant heart rates and RMS-PS scores in intra-group comparisons. However, children in the ask-tell-ask group showed a significant reduction only in the RMS-PS scores (P < 0.001) but not in the measures used to assess heart rate (P < 0.001). Conclusion: Tell-Show-Do was more effective than ask-tell-ask in alleviating dental anxiety in children. The simultaneous application of these two strategies can synergistically alleviate dental anxiety during a child's initial dentist appointment.

• Journal of Dental Anesthesia and Pain Medicine
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• 제19권1호
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• pp.29-36
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• 2019

Background: An inability to cope with threatening dental stimuli, i.e., sight, sound, and sensation of airotor, manifests as anxiety and behavioral management problems. Behavior modification techniques involving pre-exposure to dental equipment will give children a first-hand experience of their use, sounds, and clinical effects. The aim of this study was to compare the techniques of Tell-Show-Play-doh, a smartphone dentist game, and a conventional Tell-Show-Do method in the behavior modification of anxious children in the dental operatory. Methods: Sixty children in the age group of 4-8 years, with Frankl's behavior rating score of 2 or 3, requiring Class I and II cavity restorations were divided into three groups. The groups were Group 1: Tell-Show-Play-doh; Group 2: smartphone dentist game; and Group 3: Tell-Show-Do technique and each group comprised of 20 children. Pulse rate, Facial Image Scale (FIS), Frankl's behavior rating scale, and FLACC (Face, Leg, Activity, Cry, Consolability) behavior scales were used to quantify anxious behavior. Operator compliance was recorded through a validated questionnaire. Results: The results showed lower mean pulse rates, lower FIS and FLACC scores, higher percentage of children with Frankl's behavior rating score of 4, and better operator compliance in both the Tell-Show-Play-doh and smartphone dentist game groups than in the conventional Tell-Show-Do group. Conclusion: The Tell-Show-Play-doh and smartphone dentist game techniques are effective tools to reduce dental anxiety in pediatric patients.

• Journal of Dental Anesthesia and Pain Medicine
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• 제19권6호
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• pp.369-378
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• 2019

Background: Behavior guidance is a technique used to subdue inappropriate behavior by establishing communication that meets the needs of a child. This study aimed to measure the effectiveness of a mobile app (Little Lovely Dentist) compared to the tell-show-do (TSD) technique in managing anxious children during their first dental visit. Methods: Fifty children (30 boys and 20 girls) without any past dental experience, aged from 7 to 11 years, were randomly allocated into either the dental app group or the TSD group. The pre- and post-operative anxiety of children who underwent prophylactic cleaning was assessed both physiologically and subjectively using a heart rate measurement and the RMS pictorial scale, respectively. Results: The intragroup comparison of heart rate and RMS scores for children allocated to the dental app group was statistically significant (P value ≤ 0.001). However, a significant reduction only occurred in the RMS scores, but not the heart rate measurements, in the TSD group. Conversely, there was an increase in heart rates in the TSD group. Conclusion: Educating the child prior to a dental procedure using a smartphone application such as Little Lovely Dentist can significantly alleviate the anticipatory anxiety and engage children in dental treatment during their first visit.

• 대한소아치과학회지
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• 제44권4호
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• pp.427-436
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• 2017

본 연구의 목적은 국내 실정에 맞는 행동유도법에 대한 보호자의 인식도를 조사하여 어린이 환자와 보호자, 그리고 치과 의사간의 긍정적인 관계를 설정하는데 기초 자료를 제공하는 것이다. 117명의 보호자에게 소아치과에서 사용되는 행동유도법에 대해 구두로 설명한 후 설문지를 작성하게 하였다. 설문지에 포함된 행동유도법은 다음과 같다: 말-시범-시행법, 음성조절법, 기구에 의한 보호안정법, 의료진에 의한 보호안정법, 아산화질소-산소 흡입진정법, 의식하 진정법, 전신마취법. 106명의 보호자의 설문지가 분석을 위해 채택되었다. 말-시범-행동법에 대한 인식도가 가장 높았다. 그 뒤로 음성조절법, 의료진에 의한 보호안정법, 아산화질소-산소 흡입진정법, 기구에 의한 보호안정법, 의식하 진정법, 전신마취법 순으로 낮아졌다. 보호자의 연령, 성별, 환자의 나이, 환자의 성별, 환자의 치과 경험 유무, 치과 방문의 종류, 의료진의 직위는 보호자의 행동유도법에 대한 인식에 영향을 미치지 않았다. 보호자들은 의사소통을 통한 행동유도법(말-시범-시행법, 음성조절법)을 가장 긍정적으로 생각하며, 전신마취법에 의한 행동유도법을 가장 부정적으로 생각하는 것으로 나타났다.

• 대한소아치과학회지
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• 제29권2호
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• pp.189-195
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• 2002

치과진료시 환아는 어느 정도의 공포를 느끼게 되고, 이에 따른 다양한 부정적 반응을 표출하게 된다. 소아환자의 행동조절을 위해 여러 방법들이 시도되어 왔고, 최근 소아치과 분야에서 사용이 증가하고 있는 시청각자료의 이용도 그 중의 하나이다. 본 연구에서는 시청각자료의 사용이 치과진료시 환아의 반응에 미치는 영향과, 환아의 나이, 치과병력, 일일 TV나 비디오 시청시간 등과의 상관관계를 알아보고자 하였다. 삼성서울병원 소아치과를 내원한 만 $3{\sim}6$세의 건강한 아동 30명을 동수의 두 군으로 나누어, 1군에서는 치료시 통상의 tell-show-do만을 시행하였고, 2군에서는 시청각기구의 사용을 병행하였다. 발치를 제외한 통상의 보존적 술식만 실행하였고, 초진시 설문지를 통해 환아의 나이, 치과병력유무, Frankl 행동지수, 일일 TV나 비디오 시청시간을 조사하여 중등도의 협조도를 보이는 환아만을 대상으로 하였다. 치료시 환아의 행동평가에는 Houpt 행동분류 지수를 이용, 수면유도, 움직임, 울음 및 전체적인 반응을 기록하였다. 초진시 조사한 두 군간의 나이와 일일 TV나 비디오 시청시간 사이에는 차이가 없었다. 수면유도에 있어서 시청각군에서 유의성있는 수면유도 효과를 보였으며, 움직임이나 울음에 대하여는 유의성있는 차이를 보이지 않았다. 전체적 반응에 대한 평가에서는 시청각군이 유의성있는 개선된 반응을 보였는데, 치과병력의 존재, 연령의 증가, 시청각매체와의 빈번한 접촉시 시청각자료를 이용한 행동조절에 보다 긍정적으로 반응하였다.

• 한국콘텐츠학회논문지
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• 제16권5호
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• pp.96-103
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• 2016

본 연구는 초등학생을 대상으로 참여식 및 강의식 교육법의 구강보건교육이 치과공포지수에 미치는 영향을 알아보고, 치과공포를 줄일 수 있는 구강보건교육 방안을 마련하고자 하였다. 연구대상은 2014년 4월 D초등학교에 다니는 10세 아동으로, 의사소통이 가능하며 전신 질환이 없는 아동 총 40명을 대상으로 하였다. 본 연구는 구강보건교육을 시행하기 전, 각 교육군 연구대상자들에게 치과공포지수를 측정하기 위하여 자가기입 설문조사를 수행하였다. 그 후, 2주에 걸쳐 한 시간 가량의 구강보건교육을 총 2회 진행하였다. 참여식 교육군에는 소아치과에서 사용하는 행동조절방법인 체계적 탈감작법(Tell(말)-Show(시범)-Do(시행))을 적용하여 구강보건교육을 진행하였고, 강의식 교육군(대조군)에는 power point(PPT)를 이용한 교육방법으로 실시하였다. 2회 교육이 종료된 후, 각 군에서 교육 전 조사한 설문지와 동일한 설문지를 이용하여, 치과공포지수를 재측정하였다. 참여식 교육군에서는 교육 전 치과공포지수가 9.61점이었으나, 교육 후에 7.13점으로 유의하게 감소하였으나, 강의식 교육군은 교육 전 11.14점에서 교육 후 10.59점으로 조사되었다. 따라서, 참여식 교육방법을 적용하는 구강보건교육이 소아 청소년의 치과공포지수를 감소시키는데 효과적인 것으로 사료되었다.

• 충청수학회지
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• 제37권2호
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• pp.57-66
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• 2024

In this paper, we study how the Hilbert polynomial, associated with a reduced closed subscheme X of codimension 2 in ℙ^N, reveals geometric information about X. Although it is known that the Hilbert polynomial can tell us about the scheme's degree and arithmetic genus, we find additional geometric information it can provide for smooth varieties of codimension 2. To do this, we introduce the concept of Gotzmann coefficients, which helps to extract more information from the Hilbert polynomial. These coefficients are based on the binomial expansion of values of the Hilbert function. Our method involves combining techniques from initial ideals and partial elimination ideals in a novel way. We show how these coefficients can determine the degree of certain geometric features, such as the singular locus appearing in a generic projection, for smooth varieties of codimension 2.

• 영어어문교육
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• 제5호
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• 비교문화연구
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• 제19권
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• pp.389-409
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• 2010

Chinese is a topic-prominent language, so when we learn Chinese we should know the discourse function of the Chinese language. Most of the Korean student think Chinese sentences should appear in the order of S-V-O and they always make mistakes when they use Chinese. I think Korean is very similar with Chinese in the discourse function. Hence, in this paper, I try to find a method of teaching Chinese topic sentence. It does so by comparing Chinese with Korean in the light of discourse function. I think when Korean student know how to use Korean topic sentence to explain the discourse functions of the Chinese language, they will not make similar mistakes. With this understanding in mind, chapter 2 tries to show various topic sentences to prove that 'topic' is very important in Chinese sentences. This is why we say Chinese is a topic-prominent language. In chapter 3, I analysis the sentences that students made, and highlight the reasons why they made mistake. The result lies in the reason whereby they always think Chinese should appear in the order of S-V-O. They do not understand why some sentences appear in the order of O-(S)V or S-O-V. It show that they do not know what is topic sentence and do not know how to make topic sentences. Sometime I have them translate them into Korean, but they also make Korean sentences like in the order of Chinese S-V-O. Therefore, I think, under this circumstance, to let them to translate and to speak in Korean in topic sentence, get some feelings about Chinese topic sentences, and tell and make Chinese topic sentences are naturally critical in their training.

• 말소리와 음성과학
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• 제4권3호
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• pp.161-169
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• 2012

The purpose of this study was to investigate the characteristics of speech intelligibility of spontaneous speech and the vowel space parameters in patients with Parkinson's disease. Ten PD patients (M=5, F=5) and a corresponding control group of ten normal adults participated in this study. Firstly, subjects were asked to tell a story about their hometown and youth in order to analyze speech intelligibility. Secondly, the subjects were also asked to repeat four vowels (/a/, /i/, /u/, /e/) five times in order to compare their vowel spaces. The results were as follows: (1) the speech intelligibility of the PD group was lower than that of the control group. (2) Four parameters including vowel area, vowel articulatory index, formant centralization ratio, F2i/F1u ratio were significantly different in each group. For instance, vowel area and F2 ratio were wider and higher, respectively. As a result, a decrease in speech intelligibility of patients with PD is likely to show different types of errors from the normal group. The results of this research are meaningful in a sense that they could provide the objective standard of speech intelligibility and vowel space parameters.