Journal of the Korean Academy of Child and Adolescent Psychiatry
- Volume 14 Issue 2
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- Pages.209-217
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- 2003
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- 2233-9183(eISSN)
DIAGNOSTIC VALIDITY OF THE K-ABC AND THE K-LDES FOR CHILDREN WITH LEARNING DISORDER AND LEARNING PROBLEM
학습장애를 가진 아동에 대한 K-ABC와 K-LDES의 진단적 타당도
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Shin, Min-Sup
(Division of Child & Adolescents Psychiatry, Department of Psychiatry, Seoul National University College of Medicine) ;
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Cho, Soo-Churl
(Division of Child & Adolescents Psychiatry, Department of Psychiatry, Seoul National University College of Medicine) ;
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Kim, Boong-Nyun
(Division of Child & Adolescents Psychiatry, Department of Psychiatry, Seoul National University College of Medicine) ;
- Jeon, Sun-Young (Department of Child & Adolescents Psychiatry, Seoul National University, Children's Hospital)
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신민섭
(서울대학교 의과대학 정신과학교실 소아 청소년 정신과) ;
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조수철
(서울대학교 의과대학 정신과학교실 소아 청소년 정신과) ;
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김붕년
(서울대학교 의과대학 정신과학교실 소아 청소년 정신과) ;
- 전선영 (서울대학교 의과대학 서울대학병원 소아정신과)
- Published : 2003.12.31
Abstract
Object:This study examined the diagnostic validity of the K-ABC and the K-LDES for identifying the cognitive deficits and the learning difficulty of children with learning disorder and to diagnose the learning disorder. Method:The clinical group consisted of 15 children with learning disorder or attention deficit hyperactivity disorder accompanying learning problem(LP) and 14 children with attention deficit hyperactivity disorder. They were diagnosed either learning disorder or attention deficit hyperactivity disorder based on DSM-IV criteria by child psychiatrists and clinical psychologists visiting Seoul National University Children’s Hospital. The normal group was composed of 15 children be going to an elementary school. All groups were between the age of 7 and 12. The K-ABC was administered to the clinical and the normal group. The K-LDES was also administered to mothers of all groups. Result:There were no significant differences on sequential, simultaneous, mental processing subscales of the K-ABC in three groups. However, The LP group showed slightly lower scores on Achievement scale and significant low scores on Reading/Decoding than the other groups. On K-LDES, LP group showed significant low scores on Listing, Thinking, Reading, Writing, Spelling, Mathematical calculation, Learning quotient(LQ) than the other groups. Also there were significant correlations between K-ABC and K-LDES subscales. Conclusion:The result of present study showed that the K-ABC and the K-LDES are a valid and effective instruments for evaluating and diagnose the learning disorder.
목 적:본 연구에서는 K-ABC와 K-LDES가 학습장애나 학습문제를 보이는 아동들의 인지적 결함과 학습문제를 평가하고 학습장애를 진단하는데 있어 얼마나 타당하고 유용한지를 알아보았다. 방 법:서울대학교병원 소아정신과에 내원하여 소아정신과 의사와 임상심리전문가에 의해 LD 혹은 학습문제를 수반한 ADHD로 진단 받은 아동 15명(LP 집단), ADHD로 진단 받은 아동 14명과 서울에 위치하는 공립, 사립 초등학교 2개교에 재학 중인 초등학생 15명이 정상집단으로 참여하였다(연령 범위:만