• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.3 no.1
• /
• pp.46-55
• /
• 1992

The pathophysiology of developmental language disorder is a highly controversial matter. In order to investigate the neural mechanisms involved in developmental language disorders, the authors studied three dimensional regional cerebral blood flow(rCBF) using Tc-99mH-MPAO in 42 children with developmental language disorders. The results are summarized as follows : 1) 61.9% (26/42) of this series revealed decreased perfusion in SPECT. 2) Regions of hypoperfusion were seen in cerebral cortex(47.6%, 20/42), thalamus(33.3%, 14/42), basal ganglia(11.9%, 5/42) and cerebellum(7.1%, 3/42). This study suggests that developmental language disorder could be due to specific functional impairment of the local brain regions which could not detected by conventional investigations such as brain CT or EEG.

• Phonetics and Speech Sciences
• /
• v.14 no.4
• /
• pp.57-66
• /
• 2022

In this study, the definition of "digital therapeutics" was clarified by examining related studies, and the development trend of digital therapeutics at the domestic level was investigated. Further, research data and technologies applied to various communication disorders since 2015 were analyzed. From all these, digital therapeutics can be defined as software that can support evidence-based treatment when used on patients to prevent, manage, and treat disorders With huge investments and research efforts increasingly made in the field of digital therapeutics, 17 of the 22 studies examined were on digital therapeutics applied in the treatment of language disorders. In the research papers examined, the technologies applied were virtual reality and augmented reality, with augmented reality used in most cases. The effects of applying digital treatment were positive, and most studies focused on content development in relation to the development of digital treatment, although one study was conducted for app development. Future studies could examine the application of digital therapeutics to more diverse communication disorder subjects. Active government support is expected in developing more sophisticated software that can be applied using a wider range of technologies in the field of digital therapeutics to treat more communication disorders.

• Korean Journal of Biological Psychiatry
• /
• v.4 no.1
• /
• pp.12-18
• /
• 1997

In this article neuroanatomical theory and verbal developmental process were introduced, followed that disorders and assesment of language function were reviewed. Finally, the causes and assesment of developmental dyslexia as a childhood disorder related to verbal function were reviewed.

• Korean Journal of Human Ecology
• /
• v.16 no.6
• /
• pp.1069-1082
• /
• 2007

The purpose of this study is to examine how integrative art therapy affected the interaction of children with developmental disorder with their mothers from the viewpoint of object-relation theory that accentuated mother role for the promotion of mother-child interaction, and based on earlier studies on mother-child interaction and the interaction of children with developmental disorder with their mothers. The subjects in this study are five selected children and their mothers who used B and G social welfare agencies in Gyeonggi province. They are at the age of five and six in Western age, and have difficulties interacting with their parents. When a social maturity test is conducted, their social age ranged from 2.1 to 3.9, and as Portage Test is implemented, their developmental levels of sociability, cognition and language were identical to those of younger children who were at the age of one to 3.5. The major findings of the study are as follows. First, the children who suffered from developmental disorder and participated in this study showed a positive change in their interaction with their mothers. Second, as for connections between each session and mother-child interaction, most of them came to interact with their mothers better as the program came to an end.

• Speech Sciences
• /
• v.10 no.3
• /
• pp.65-77
• /
• 2003

This study was aimed at clarifying the effects of sibling-involved .language intervention in children with language disorders. Ten subjects were selected and assigned into two groups (language intervention group with sibling-involvement, and language intervention without sibling-involvement). Group 1 consisted of 5 children with language disorders. Group 2 consisted of 5 children with language disorders without sibling-involvement. To investigate the language and communication ability, Picture Vocabulary Test and the subjects's spontaneous speech sample were analyzed. To compare pre-treatment with post-treatment between two the groups, repeated-measures ANOVA and t-test were used. The results were as follows; First, the language intervention with sibling-involvement was not effective compared to without sibling-involvement in improving the picture vocabulary ability of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the picture vocabulary ability of the two .groups. However, there was no significant difference in the post-treatment between the two groups. Second, the language intervention with sibling-involvement was more effective compared to without sibling-involvement in improving the semantic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of semantic relations between the two groups in that group 1 showed a higher improvement than group 2. Third, the language intervention with sibling involvement was more effective in improving pragmatic aspects of language of children with language disorders. There was a significant difference between pre-treatment and post-treatment in the number of communicative intentions of the two groups. And there was a significant difference in the post-treatment between the groups in that group 1 showed a higher improvement than group 2.

• English Language & Literature Teaching
• /
• v.17 no.2
• /
• pp.247-270
• /
• 2011

The purpose of this study is to investigate the effects of multimedia-assisted language learning on vocabulary learning and attention for elementary school students who are ADHD-prone. Among thirty-three students attending a private English academy in Daegu, four students who were prone to develop ADHD were chosen for this study. They were observed in a multimedia-assisted language learning class for four months and they were given a series of tests designed to measure their attention period and vocabulary ability. The results of the study are as follows. First, studying English by using multimedia was effective in improving the attention of those children prone to develop ADHD. Second, studying English through multimedia was effective in improving their vocabulary ability. Based on the findings, some pedagogical suggestions have been made for further study.

• Journal of Music and Human Behavior
• /
• v.2 no.2
• /
• pp.57-67
• /
• 2005

Most of stroke patients have not only physical difficulty but speech and neurological disorder because of hemiplegia and such unexpected changes cause psychologic disadaptability and absent-mindedness. Particularly, lowering of physical ability can lead to serious emotional problem from failure or frustration in daily life. Generally, treatment of patient with stroke put emphasis on physical rehabilitation but actually this patient had considerable speech disorder such as aphasia or articulation disorder. Moreover, failing of recognition function, mental disorder as hypochondria, and even visual and auditory disorder are represented. So it is effective to integrate verbal remediation and other treatments in medical care environment. In particular, patients with language disorder very often wither psychologically therefore it is efficient to use of music therapy that gives opulent emotion to aphasia patients. And primarily to investigate the effects of 10 sessions treatments; change in spoken total number of syllables, to confirm their own value by success of given task and reassure about themselves ability. All of 10 sessions stages were scored by MIT manual and its improvement were measured, that is, accomplishment was analyzed within each level in order to prove detail change of spoken total number of syllables. The result of this program organized from 2 syllables to 4 syllables is summarized as follows. Subject A completed in preliminary stage Level I, in 2 syllables case advanced to Level III in fifth session and to Level IV in seventh session, in 3 syllables case advanced to Level III in seventh session and to Level IV in ninth session, and in 4 syllables case showed 8% low success rate in first session but after repeated practice increased considerably in sixth session and in advanced to Level III in eighth session to Level IV in tenth session. Subject B also completed in preliminary stage Level I, in 2 syllables case advanced to Level III in forth session and to Level IV in sixth session, in 3 syllables case advanced to Level III in fifth session and to Level IV in seventh session, and in 4 syllables case showed 10% low success rate in first session and increased considerably in fifth session and in advanced to Level III in seventh session but could not reach to Level IV until tenth session. As a result, it was shown that music therapy using MIT was not statistically meaningful but improved spoken total number of syllables and success rate of task had improved as a whole. Therefore, music intervention using MIT it has positive affect on verbal ability of patients with Broca's Aphasia and their language rehabilitation.

• Phonetics and Speech Sciences
• /
• v.15 no.2
• /
• pp.53-59
• /
• 2023

Detection of children with autism spectrum disorder (ASD) based on speech has relied on predefined feature sets due to their ease of use and the capabilities of speech analysis. However, clinical impressions may not be adequately captured due to the broad range and the large number of features included. This paper demonstrates that the knowledge-driven speech features (KDSFs) specifically tailored to the speech traits of ASD are more effective and efficient for detecting speech of ASD children from that of children with typical development (TD) than a predefined feature set, extended Geneva Minimalistic Acoustic Standard Parameter Set (eGeMAPS). The KDSFs encompass various speech characteristics related to frequency, voice quality, speech rate, and spectral features, that have been identified as corresponding to certain of their distinctive attributes of them. The speech dataset used for the experiments consists of 63 ASD children and 9 TD children. To alleviate the imbalance in the number of training utterances, a data augmentation technique was applied to TD children's utterances. The support vector machine (SVM) classifier trained with the KDSFs achieved an accuracy of 91.25%, surpassing the 88.08% obtained using the predefined set. This result underscores the importance of incorporating domain knowledge in the development of speech technologies for individuals with disorders.

• Journal of The Korea Institute of Healthcare Architecture
• /
• v.30 no.1
• /
• pp.19-26
• /
• 2024

Purpose: Autism spectrum disorder impacts children's social, sensory, and language development, necessitating specialized educational support. Special classrooms play a crucial role in providing an appropriate learning environment for children with autism. However, there is a lack of systematic research on creating effective environments in these special classrooms. Methods: This study aims to gain a comprehensive and systematic understanding of the environmental composition of special classrooms for children with autism spectrum disorder, using the following systematic methodologies including literature review and case study. Results: Sensory spaces in special classrooms for children with autism help regulate sensory stimuli and promote sensory development. They provide stability, reducing stress from excessive stimuli, and enhance emotional stability. These spaces also promote communication and interaction among children and expand the diversity of learning activities, enriching experiences and stimulating interest in learning. Implications: Based on the results, we propose suggestions for improving the environment of special classrooms for children with autism spectrum disorder and provide direction for the design of such environments.

• Journal of Music and Human Behavior
• /
• v.4 no.1
• /
• pp.47-60
• /
• 2007

The purpose of this study is to examine the musical preference of autistic children. Based on the written responses of the questionnaire from mothers, therapists and teachers of 60 autistic children the music preference of the autistic children were analyzed. The results showed that the autistic children prefer music listening rather than playing or singing. The keyboard and piano are the most preferred instruments by these children. In music genre they prefer children's song and commercial music. Though they all have language disorder, they have a strong tendency toward music with text. It was also found that there is a relationship between music preference and behavior. The hyperactive and oppositional children have a tendency to enjoy more stimulative music compared to other autistic children.