• Korean Journal of Biological Psychiatry
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• 제13권2호
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• pp.70-81
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• 2006

Objective : The purpose of this study was to investigate the differences of the cognitive performance, emotional and behavioral problems among the attention-deficit/hyperactivity disorder(ADHD) groups that show the difference between visual and auditory attention. Method : Using 'ADHD Diagnostic System(ADS)', visual attention and auditory attention of 98 children diagnosed as ADHD were measured. According to the omission and commission error of ADS, they were divided into three groups ; 1) the group whose each visual omission and commission error scores were higher than each auditory omission and commission error scores(VV group), 2) the group whose each auditory omission and commission error scores were higher than each visual omission and commission error scores(AA group), 3) the group that was the rest of VV and AA group(M group). And the results of both the subscales of Korean Educational Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and the subscales of Korean Child Behavior Checklist(K-CBCL) among three groups were compared. Finally, the correlation between the visual omission, visual commission, auditory omission, auditory commission error and the results of KEDI-WISC, K-CBCL were investigated. Results : The results were as follows ; 1) In 98 ADHD children, the number of VV group(N=56) was higher than that of AA (N=10) and M group (N=32). 2) All mean scores of the subscales of KEDI-WISC of VV group were higher than those of M and AA group. The score of verbal IQ(p=.039) of VV group was significantly higher than that of AA group and the scores of block design(p=.015), Kaufman's factor 2(p=.045), performance IQ(p=.004) were significantly higher than those of M group. The score of full IQ(p=.004) were significantly higher than that of M and AA group. 3) The mean scores of all K-CBCL subscales of VV group were higher than those of M and AA group, except the score of Somatic complaint subscale. The score of Social subscale(p=.041) of VV group was significantly higher than that of AA group. The score of Withdrawn subscale(p=.021) of AA group was significantly higher than that of VV group. 4) There were no significant correlation between the scores of visual omission/commission error and those of each subscale of KEDI-WISC. But, there were many significant correlations between the scores of auditory omission/commission error and those of each subscale of KEDI-WISC. 5) There were significant correlation between the score of the visual omission error and that of Thought problem subscale(r=.205, p=.043) of K-CBCL. There were significant correlation between the scores of the auditory omission error and those of Social subscale(r=-.319, p=.001), Social problems subscale(r=.206, p=.042), Thought problem subscale(r=.235, p=.021). Finally, there were significant correlation between the scores of auditory commission error and those of Social subscale(r=-.241, p=.017), Thought problem subscale(r=.235, p=.020). Conclusion : The ADHD children whose auditory attention ability were higher than visual attention ability had relatively better cognitive performance and less emotional/behavioral problems than the others. The more comprehensive experiment will be needed about the cognitive performance, emotion and behavior problems of the ADHD children showing the difference between visual and auditory attention.

• 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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제18권1호
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• pp.38-48
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• 2007

Objectives : The K-ARS (Korean ADHD Rating Scale) is one of the most important assessment tool of attention-deficit hyperactivity disorder (ADHD) in Korea. in this study, we presented detailed normative data on the K-ARS for school-aged children in Seoul metropolitan area to put it to practical use. Methods : The subjects were 2,397 students(1,223 boys and 1,174 girls, aged 6-12) from 4 elementary schools in Seoul, and one caretaker of each child completed the K-ARS for parents. Children who showed high scores of the K-ARS for parents were screened, and 2 child psychiatrists interviewed them to make a clinical diagnosis. We compared the mean scores of the K-ARS for parents between ADHD and normal group, and examined the percentage of correct classification. Results : There were some differences in score of the K-ARS for parents according to sex and age, so we presented continuous normative data with T score and subdivided cut-off points for ADHD screening. Interviews with child psychiatrists using DSM-IV criteria were performed to test diagnostic validity, and the difference in every the K-ARS for parents index between ADHD and normal group was significant(p<.001). Using 3 different cut-of points(80th, 90th, 93rd percentage), the accuracies of ADHD correct classification were 67.9, 72.2, 71.1% and all 3 canonical discriminants were significant (p<.05) between ADHD and normal group. Conclusion : The normative data and cut-off points on the K-ARS for parents are useful in screening ADHD children in Seoul metropolitan area.

• Journal of Digital Convergence
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• 제11권12호
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• pp.657-663
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• 2013

This study aimed to identify factors that influence depression in juvenile offenders. A cross-sectional study design was used. The participants were 275 juvenile offenders from D city. The collected data were analyzed using t-test, ANOVA, Pearson's correlation coefficients, and multiple regression with the SPSS/WIN 20.0 program. Of the participants, 32.4% and 52.0% were in the clinical group for ADHD and depression, respectively. ADHD symptoms and self-esteem were significantly correlated with depression. The final model showed that depression among juvenile offenders was significantly influenced by perceived health status, ADHD symptoms, and self-esteem. These variables accounted for 37% of the variance of depression.

• Journal of The Korean Association of Information Education
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• 제6권2호
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• pp.212-224
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• 2002

The purpose of this study is to design and implement the web-based counselling system in aspects of learning type and method by PBL in Constructivism. Learning problem is classified into learning difficulty, learning disability, emotional disability, memory/cognition, ADHD(attention deficit hyperactivity disorder), classwork, and school circumstance. Counselling for individual, offline visit, parents, electronic mail, and group with professionals who were involved in the design and implementation of learning counselling were used to supplement the clinic process for learning. The result of this study aims to administer the distance counselling system for learning without prominent computer knowledge. Each learner can solve diverse private learning problems which can be widely applied for situated learning. Also these online strategies by PBL indicate that providing learning types and methods are critical for overall understanding in online counselling system for learning.

• Journal of Digital Convergence
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• 제13권11호
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• pp.571-578
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• 2015

The purpose of this study is to investigate the effect of psychomotor by the emotional behavior disorder children(ADHD) on the improvement of Self-esteem, Depression or Hyperactivity. From the results, there was no significant difference of the main effect between groups about the improvement of Self-esteem, Depression but that of Hyperactivity. About Self-esteem, Depression, Hyperactivity, there was significant difference of the main effect between prior and post and significant difference of the interaction effects between groups and periods. In conclusion, we can know psychomotor program have a positive effect on the improvement of Self-esteem, Depression or Hyperactivity for emotional behavior disorder children(ADHD). Considering that psychomotor, regarding convergence, may have a positive effect on the ADHD children's emotional development, not only motion development, we suggest the emotional behavior disorder children(ADHD) may have to continue to participate in the Psychomotor Activities.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제16권1호
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• pp.124-131
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• 2005

Childhood and adolescent onset-bipolar disorders have higher rate of comorbidity with anxiety disorders as well as attention deficit hyperactivity disorder and conduct disorder. Obsessive compulsive disorder, social phobia, panic disorder, and separational anxiety disorder are common comorbid anxiety disorders with bipolar disorders in child and adolescent. Prospective and reliable data on temporal and causal relationship between the onset of bipolar disorders and the onset of comorbid anxiety disorders are still in debate. The authors report 2 adolescent cases with antidepressant induced-manic episodes with preceding anxiety symptoms. The authors suggest careful prescription of antidepressants for anxiety disorders, even for those who do not have definite past history or family history of bipolar disorders. Further comprehensive and prospective studies are requested for the temporal relationship and pharmacological guideline for comorbid bipolar disorders and anxiety disorder in child and adolescent.

• The Korean Journal of Elementary Counseling
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• 제6권1호
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• pp.171-191
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• 2007

The purpose of this study is to develop social skill training in order to reduce problematic behaviors and improve peer relations for elementary school students who have ADHD(Attention Deficit Hyperactivity Disorder) and then verify its effectiveness. The problems for this study are as follows: Firstly, is the social skill training for students with ADHD effective in enhancing their self-esteem? Secondly, is the social skill training for students with ADHD effective in reducing their carelessness, hyperactivity and impulsive character? Thirdly, is the social skill training for students with ADHD effective in improving peer relations? Subjects were six 5th grade children who were selected by the ADHD-SC4 at P elementary school in Pyeongtaek. The social skill training consisted of 10 sessions which included forming friendship, recognizing, making friends, solving problems, reeducation and evaluation. Qualitative data were collected through self-esteem inventory, peer-relation test, self-reported scales for children and Conners' Teacher rating score for ADHD children. The collected data were analysed with t-test. Qualitative data were collected though teacher's interview and observation an the children. The results of the study were follows: First, the social skill training did not give a significant effect in enhancing the self-esteem of the children with ADHD. Second, the social skill training had a positive effect in reducing in attentiveness, hyperactivity and impulsive behavior of the children with ADHD. Third, the social skill training did not give a significant effect in improving the peer relations of the children with ADHD. Fourth the qualitative data showed that the social skill training had positive effect in enhancing over all classroom behavior.

• Journal of the Korean BIBLIA Society for library and Information Science
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• 제29권2호
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• pp.247-274
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• 2018

In 2013, the Japanese bookstore company CCC entrusted the management and operation of the library as the designated administrator of Takeo City Library. The library has a commercial facility in the hall and uses its own classification system. It was reported the number of visiting users was increased as 3.7 times in the first year of the reopening and it has attracted the attention of the public. The purpose of this study is to investigate the background, current status and operational characteristics of the Takeo City Library by conducting the literature review, content analysis of newspaper articles and interview survey on the library. As a result of the research, newspaper articles positively assessed the fact that the library provided a 'multicultural space' to small city residents, increased visitors, and local economic effects, but pointed out that the operating deficit continued, and the problem occurred in the selection of collections.

• Korean Journal of Biological Psychiatry
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• 제8권1호
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• pp.156-161
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• 2001

We reported two cases of amantadine treatment in traumatic brain injury patients and reviewed the literature of amantadine treatment of those patients. Problems with short-term memory, attention, planning, problem solving, impulsivity, disinhibition, poor motivation, and other behavioral and cognitive deficit could occur following traumatic brain injury or other types of acquired brain injury. This report described results of amantadine using in two patients with this type of symptom profile. Patients received neuropsychiatric examination as well as BPRS and Barthel index. These patients were improved, respectively from 57 point to 82 point(case 1), from 85 to 94(case 2) in Barthel index, and from 66 point to 35 point(case 1), from 55 to 32 point(case 2) in BPRS. These two patients did not reveal any other adverse effect. The rationale for using amantadine were discussed.