• Journal of Music and Human Behavior
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• v.17 no.2
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• pp.83-100
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• 2020

The purpose of this study was to develop and validate the music program based on social-emotional learning (SEL) to facilitate social inclusion between children with and without disabilities studying together in inclusive classes. For program development, the literature on social inclusion programs and SEL programs were analyzed. Program components were extracted from the literature review and based on the review activities were also selected. The participants were fifth- and sixth-grade elementary school students, including children with intellectual disabilities, and the program was implemented over 12 sessions during the students' creative experiential activity class. The validity of the program was evaluated by teachers and the specified program contents were modified and finalized reflecting the professionals' recommendations. This study supports that SEL-based music program can be effectively applied to inclusive education. The developed music program is also expected to improve the social and emotional capacity of children in inclusive classrooms and to increase the social inclusion between children with and without disabilities.

• Journal of the Korean Home Economics Association
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• v.37 no.6
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• pp.11-22
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• 1999

This study focused on the relationship of social skills and social support from family and friends to adjustment between children and adolescents. Subjects were enrolled in the fifth, sixth, 1st, & 2nd grades of elementary and junior high schools. The instruments were Teenage Inventory of Social Skills, Perceived Social Support from Family & Friends, Child Depression Inventory, and Antisocial Behavior Scale. Results indicated that there were positive relations between social skills and social support from family and friends. The more social support from family children and adolescents had, the less depression and antisocial behavior they reported. For depression, children and adolescents showed a significant sex difference. In the case of antisocial behavior, only adolescents revealed a significant sex difference. Depression was explained by social support from family most for both children and adolescents. Antisocial behavior was explained by social skills most especially for children. The results discussed in the context of the effects of social skills and social support on emotional and behavioral adjustments.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.1
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• pp.81-94
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• 2003

Objectives：Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 3-7% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test. Methods：Sixty-three reading-disordered patients(mean age 10.48 years old) and sex, age-matched 77 normal children(mean age 10.33 years old) were selected by clinical evaluation and DSM-IV criteria. Reading I and II of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test：One hundred usual highfrequency words and one hundred meaningless nonwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, automatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task：mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted. Results：Word/Nonword Reading Test：the reliability(alpha) was 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task：the reliability(alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified. Conclusion：The patients with developmental reading disorders had deficits in automatized visuallexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.1
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• pp.21-33
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• 1999

The clinical assessment for preschool children who are known to have problems in selfreporting tends to be dependent on outsiders' reporting. Thus, the direct assessment of children's inner experience, thoughts and feelings is difficult. MacArthur Story-Stem Battery(MSSB) developed to learn more about preschool children's mental representation in play is used in this study to help assess clinical preschool children through developmental study of normal children's mental representation. Fifty five children(32boys and 23girls) who performed MSSB, IQ Test, Peabody Picture Vocabulary Test-Revised(PPVT) were videotaped and were analyzed. The results of this study were as follows：1) Children frequently displayed negative mental representation such as atypical negative response, reparation/guilt, punishment, personal injury and so on during emotionally laden play situation. 2) Mental representation of parent appeared positive, disciplinary, and negative in respective. 3) As a result of factor analysis of MSSB content themes, aggressive, prosocial, and oppositional content theme composites were generated. Aggressive content included atypical negative response, aggression, personal injury, and exclusion. Prosocial content included affection, affiliation, and reparation/guilt. Oppositional content included punishment and non-compliance. 4) Mental representation of parent and content themes showed significant correlation. Positive, negative, and disciplinary representation were significantly correlated for prosocial(r=0.40), aggressive (r=0.52), and oppositional(r=0.75) content theme respectively. 5) Among the correlations between parental mental representations and emotional responses, positive parental representation and anxiety showed significant negative correlation(r=-0.43). 6) Among the correlations between content themes and emotional responses, there were significant positive correlations between aggressive(r=0.28) and oppositional content themes(r=0.29) and distress, and were significant negative correlations between prosocial content theme and concern(r=-0.29) and anxiety(r=-0.43). According to the above results, preschool children frequently displayed negative mental representation in emotionally conflictual play situation. Children with more prosocial themes in their stories exhibit more positive parental mental representation. Also, children with more aggressive themes tend to display more negative parental representation and negative emotional responses.

• Child Health Nursing Research
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• v.19 no.4
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• pp.262-269
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• 2013

Purpose: The aims of this study is to analysis the effects of obesity management programs for children and to measure the differences in the effects by type and dependent variables in order to analyze the structures of the programs. Methods: Sixty-one peer-reviewed journals including child obesity and intervention studies published between 2000 and 2010 were included for meta-analysis. Effect size and statistics of homogeneity were by STAT 10.0. Results: A total of 61 studies were used in the analysis, and the effect size of the independent studies was determined to be -0.23 (95% CI, -0.32 ~ -0.15). Serum Leptin and Insulin were the big effect size among the studies that used dependent variables. The theses used in the research did not display publishing bias. Conclusion: Obesity management programs that have been confirmed to be effective need to be developed into regional protocols. A continuous control of obese children and research for effective intervention program are in need.

• Journal of Korean Home Economics Education Association
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• v.15 no.3
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• pp.13-28
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• 2003

This study presents a development of internet-based consumer education program for children. We also investigate how this program affects on the children's consumer competency and how much children are interested in this program. This program consists of 6 domains: the concept of consumer. wants and scarcity. advertisement, tips on purchasing. consumer's rights. and consumer's problem imd solutions. In order to attract children. multimedia data such as pictures. drawings. and animations were included in designing the screens. The subjects of this study were 40 children at forth grade to participate in consumer education program. Surveys were conducted twice to collect data for consumer competency and children's interest in the program. According to the results of t-test. We found that consumer education has a positive effect on consumer knowledge and consumer-role attitude but has not a positive effect on consumer skill. We also found that children's interest on this program was very high.

• Phonetics and Speech Sciences
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• v.13 no.3
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• pp.79-90
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• 2021

This single-subject study examined the effects of repetitive speech training at the word and sentence levels using speech cues on the percentage of correct consonants (PCC) and speech intelligibility of children with cerebral palsy (CP). Three children aged between 5-8 years with a history of CP participated in the study. Thirty-minute intervention sessions were provided four times a week for four weeks. The intervention included repeated training of words and sentences containing target phonemes using two instructions of speech cues, "big mouse" and "strong voice". First, the children improved their average PCC and speech intelligibility, but an effect size analysis indicated that the effect was different for each child, and the effect size for speech intelligibility was higher than for PCC. Second, the intervention effect was generalized to untrained words and sentences. Third, the maintenance effects of PCC and speech intelligibility were very high. These findings suggests that repeated speech training using speech cues is an intervention technique that can help improve PCC and speech intelligibility in children with CP.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.2
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• pp.165-173
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• 2016

Objectives : Since the awareness of autism spectrum disorders(ASD) is growing, as a result, it is increasing numbers of infants and toddlers being referred to specialized clinics for a differential diagnosis and the importance of early autism spectrum disorders detection is emphasized. This study is to know the difference between ASD and intellectual disability(ID) from comparison of the demographics, clinical characters and obstetric complications. Methods : The participants are 816 toddlers who visited the developmental delay clinic(DDC) in National Health Insurance Ilsan hospital. The number of toddlers diagnosed as ASD and ID was 324 and 492. 75 toddlers out of 114 who returned to DDC were diagnosed as ID at the first visit but 7 of them had changed diagnosis to ASD at the second visit. After compared ASD with ID from the first visit, we analyzed characters of toddlers who had the changed diagnosis to ASD at the second visit. Results : As a result, the comparison between ASD and ID at the first visit shows that the boys have higher ratio, lower obstetric complication and lower language assessment score in ASD. The toddlers who had the changed diagnosis at the second visit were all boys and they had more cases of family history of developmental delay and had lower score of receptive language developmental quotient. Conclusions : These findings suggest that sex, language characteristics and obstetric complication could be useful in the early detection of ASD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.47-66
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• 2002

Sexual abuse is emerging as one of the major form of child abuse. In the late 1990s, official reports of sexual abuse began to mushroom at a much more rapid rate than reports of other forms of abuse in Korea. In addition, sexual abuse can cause the most serious emotional-cognitive-behavioral sequelae to victims. Although child & adolescent psychiatrists meet many sexual abuse victims who are referred from many types of child protective services, the psychiatrists may not be likely to give them sufficient and appropriate treatment and guideline for victims and their parents. In this article, the historical concepts, pathophysiological processes, shortterm & longterm sequelae of sexual abuse are reviewed and summarized. And I summarize the intervention and outcome studies for sexual abuse victims. In the close future, the active participation of psychiatrists who help the child and adolescents will be expected in the development of nationwide preventive and therapeutic projects for victims and families of sexual abuse.

• Child Health Nursing Research
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• v.17 no.3
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• pp.161-166
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• 2011

Purpose: This study was done to examine body satisfaction of children, self-rated health of children and parent-child attachment as perceived by children and their mothers in relation to children's health behavior and to identify factors affecting health behavior of children. Ultimately the purpose of this study was to provide basic data to develop health promotion programs for children. Methods: Participants were 140 couples, 4th grade elementary school students and their mothers residing in Busan. Data collection was done during June 1 and July 31, 2010. The data were analyzed using paired t-test, Pearson correlation coefficients and stepwise multiple regression with PASW 18.0 program. Results: Children and mothers rated body satisfaction of the child differently. Children's responses for body satisfaction of child and parent-child attachment were associated with health behavior of children. Self-rated health perceived by children was also a factor affecting health behavior, as were body satisfaction perceived by children and mothers' perception of body satisfaction of child in that order. These variables explained 18.2% of the total variances in health behavior of children. Conclusion: The findings indicate that body satisfaction and self-rated health of children are important variables to target within intervention research and treatment programs for health promotion behavior of children at home and school.