• The Journal of Korean Academy of Sensory Integration
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• v.14 no.1
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• pp.1-8
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• 2016

Objective : The purpose of this study was to determine the reliability of Test of Playfulness (ToP) in Attention Deficit Hyperactivity Disorder (ADHD) children. Methods : Twenty ADHD children participated in this study. To determine inter-rater reliability, two raters was evaluated by Test of Playfulness scores and analyzed Kappa coefficient and total agreement and intraclass correlation coefficient (ICC). Results : Total agreement was the range of 75%~95% and the Kappa coefficients was the range of. 45~1.00. Analyzing inter-rater reliability by ICC showed very high reliability: Intrinsic motivation was .96, internal control was .98, suspension of reality was .90, framing was .98, total score was .99. Conclusion : A reliability of Test of Playflness of children with ADHD showed that high. On the basis of this study, it will provide availability for clinical evaluation of children with ADHD, and basic study on the play of children with ADHD.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.25-34
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• 2018

Objective : This study aims to figure out the effect that sensory integration group therapy has on the fine motor, social interaction and playfulness of preschool children with intellectual disability. Methods : Participants were four children from three to five years old who were diagnosed with intellectual disabilities and they participated in twelve sessions of sensory integration group therapy, sixty minutes per session and once a week. Sensory integration group therapy was composed of parallel and peer play-centered gross motor activities, art activities and sensory plays that were related to each theme. Erhardt Developmental Prehension Assessment (EDPA), Penn Interactive Peer Play Scale (PIPPS) and Test of Playfulness (ToP) were used to evaluate participants' fine motor, social interaction and playfulness before and after the intervention. Results of fine motor, social interaction and playfulness before and after the intervention were compared using Wilcoxon matched-pair signed rank test. Results : After sensory integration group therapy intervention, the fine motor skills of participants did not show significant increases, but social interaction and playfulness showed significant increases (p< .05). Conclusion : Although sensory integration group therapy with preschool children with intellectual disability did not show positive improvement in fine motor skills, it showed positive effect on social interaction and playfulness. Group sensory integration therapy might be an intervention approach for all children with disabilities.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.93-106
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• 2017

Objective : The purpose of this study is to provide an evidence for clinical practice by systemic analysis on occupational therapy interventions for improvement of children's play. Methods : Articles used in this study were collected from database of Pubmed, ProQuest, EBSCOhost, Scopus, RISS, KISS, and National Library of Korea. The key words used in the search were "Play AND Occupational Therapy AND (Intervention OR Treatment)" and the publication period was limited from January 2007 to April 2017. 11 articles in total were selected for the systematic review analysis. Results : The results revealed that the majority of studies was one-group non-randomized study and the majority of intervention used was play-based intervention in case of that play itself was the intervention goal. The most frequently used environment for the intervention was parallel setting of home and treatment room. The majority of studies was for children with ADHD and the most commonly used assessment tool was Test of Playfulness (ToP). Dependent variables measured along with play were language skills, social interactive skills, communication and pragmatic skills, problem-solving skills, caregiver responsiveness, and parent-child interaction. Conclusion : This study help to understand the current state of occupational therapy intervention for improvement of children's play. Starting with the understanding, it is expected that various studies on play of children will be done in the future.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.237-245
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• 2018

This study was conducted to identify the effects of baby care using dolls on nursing students' contraceptive attitude, sexual attitude, and recognition of unmarried mothers. A quasi-experimental nonequivalent control group, pretest-posttest design was used. The subjects of the study were 104 nursing college students who agreed to participate. The control group (n=52) received lecture sex education while the experimental group (n=52) received lecture sex education and baby care education using a doll. The contraceptive attitude, sexual attitude, and unmarried mother's recognition were then examined. Data were collected from September to December, 2017 and analyzed using descriptive statistics, ${\chi}^2$-tests, and t-tests with the SPSS/WIN 21.0 program. The scores of contraceptive attitude differed significantly between the experimental group and the control group (t=4.66, p=<0.001). Additionally, the sexual attitude score of the experimental group was lower than that of the control group (t=-2.23, p=0.028), with pleasure playfulness showing a significant decrease (F=3.96, p=<0.001). However, recognition of unmarried mothers did not differ significantly between groups (t=-0.08, p=0.937). Overall, the results showed that baby care using a doll has positive effects on contraceptive attitude and sexual attitude. In the future, effective sex education should include methods that complement lectures.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.1
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• pp.13-25
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• 2009

Objective : The purpose of the study is to find out how group sensory integrative (SI) intervention enhances play skill and social interaction of the children with sensory integration disorders. Method : Three children who were showing problems related in sensory integration received 12 SI intervention sessions. The Sensory Profile (SP) and The Social Maturity Scale (SMS) were accomplished by the subject's primary caregiver. Test of Playfulness (ToP) and Peer Social Interactions Rating Scale (PSIRS) were utilized to investigate the children's play skills and social interactions with their friends. Goal Attainment Scale (GAS) is applied to assess the children's play skill, social interactions with peer, and sensory processing at each session. Data was collected before- and after the intervention and analyzed by the Wilcoxon matched-pair signed rank test with SPSS/WIN version 10.0 and Microsoft Excel. Results : The average scores of ToP, PSIRS, and SMS were increased after the sensory integrative intervention. However, there is no significant difference in the play skills and social interactions between data of pre-intervention and the one of post-intervention. The score of the GAS was frequently increased in terms of the play skills and sensory processing throughout the whole sessions. Conclusions : This study reveals a possibility of that the group sensory integrative intervention may affect not only sensory processing ability, but also play skills and social interactions of children experiencing difficulties of sensory processing. Future research should supplement limitations of this study regarding insufficient number of the subject and the short period of the experiment.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.35-46
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• 2008

Objective : This study verifies the effects of sensory integrative (SI) therapy on vestibular- and proprioceptive sensory (BPS) processing ability of a child with Asperger Syndrome (AS). Method : A boy who is 11 years and 2 months old took the Functional Independence Measure for Children (Wee-FIM), Canadian Occupational Performance Measure (COPM), Short Sensory Profile, Bruininks-Oserestky Test of Motor Proficiency-2 (BOT-2), and Test of Playfulness (ToP) for the baseline. The child participated in 3 evaluation sessions and 8 therapy sessions based on the AB research design. Duration of each session is 50 min and the therapy session is divided into 40 minutes for treatment and 10 minutes for evaluation. Since the vestibular sense and proprioception build up one's ability of postural control, several tests were employed to evaluate the child' postural control as outcome measure; distance from front leg of chair to heel of the child with sitting (C-H distance), angle between trunk and thigh (hip joint angle) with sitting, and the 'prone-extension posture' which is a subtest of Clinical Observation of Motor and Postural Skill (COMPS) to examine postural control embodied with integration of reflex and BPS processing. Result : During the therapy, average data of the C-H distance is decreased from 27.33cm to 11.69cm, average data of the hip joint angle is also decreased from $43.3^{\circ}$ to $20^{\circ}$, and average time for the prone-extension posture is increased from 13.15seconds to 24.84seconds. Conclusion : This result indicates that the ability to postural control in sitting and to maintain the prone-extension posture can be improved by sensory integrative therapy, with enhanced BPS processing.