• Phonetics and Speech Sciences
• /
• v.12 no.2
• /
• pp.39-49
• /
• 2020

The prosody of children with autism spectrum disorders (ASD) has several abnormal features, including monotonous speech. The purpose of this study was to compare acoustic features between an ASD group and a typically developing (TD) group and within the ASD group. The study also examined audience perceptions of the lengthening effect of increasing the number of syllables. 50 participants were divided into two groups (20 with ASD and 30 TD), and they were asked to imitate a total of 28 sentences. In the auditory-perceptual evaluation, seven participants chose sentence types in 115 sentences. Pitch, intensity, speech rate, and pitch slope were used to analyze the significant differences. In conclusion, the ASD group showed higher pitch and intensity and a lower overall speaking rate than the TD group. Moreover, there were significant differences in s2 slope of interrogative sentences. Finally, based on the auditory-perceptual evaluation, only 4.3% of interrogative sentences produced by participants with ASD were perceived as declarative sentences. The cause of this abnormal prosody has not been clearly identified; however, pragmatic ability and other characteristics of autism are related to ASD prosody. This study identified prosodic ASD patterns and suggested the need to develop treatments to improve prosody.

• Korean Journal of Social Welfare
• /
• v.64 no.1
• /
• pp.225-247
• /
• 2012

This study aims at exploring an effective way for social welfare in order to promote psychological well-being of a mother having a child with autism. To achieve this purpose, this study examined the related factors of parenting stress, family functioning, social support, and redefinition of family affecting psychological well-being of a mother having a child with austin by way of applying the Double ABCX model. A survey was conducted with a sample of 207 mothers having a child with autism in Daegu. Results from the survey are as follows: First, there were significant impacts of parenting stress on social support, family functioning, the redefinition of family on crisis situation, and psychological well-being. Second, family functioning and social support had no significant effect on mothers' psychological well-being, while the redefinition of family on crisis situation had significant influences on the psychological well-being of mothers having a child with autism. Third, it turned out that family functioning, social support, and the redefinition of family on crisis situation played a mediating role between parenting stress and psychological well-being. Based on these results, this study suggests that family functioning should be strengthened for promoting psychological well-being of mothers having a child with autism. We should construct and provide social supports in multilateral aspects and help mothers having a child with autism positively recognize stressful situations and improve their capacities to overcome them as well.

• Journal of the Korean Data and Information Science Society
• /
• v.24 no.6
• /
• pp.1221-1229
• /
• 2013

The purpose of this study is to examine the impact of teacher and family interaction on behavior problems and social skills of children with autism spectrum disorder. Survey method was performed with 147 pair samples of a teacher and parents of a child with autism to analyze the influence toward behavior problems and social skills. Samples have been classified into three groups such as the high group in which there exists high interaction level in both teacher and family, middle group in which there exists high interaction level in either teacher or family and low group in which there exists low interaction level in both teacher and family. The results show that the correlation between teacher interaction and social skill of autism children is significant and the level of social skills of high interaction group is higher than that of the middle and low interaction group.

• Journal of Gifted/Talented Education
• /
• v.21 no.3
• /
• pp.595-610
• /
• 2011

It is hard to understand the coexistence of giftedness and disorder in an individual, but the twice-exceptional is widely recognized now. Gifted autistic spectrum disorder is one of its subtypes in which giftedness exists with autistic spectrum disorder (ASD) simultaneously. Like other constructs including giftedness, the nature of gifted ASD has not been understood in a fundamental and wholistic manner. This paper suggests a cognitive mechanism of gifted ASD based on the integrated model of human abilities(Song, 2009; Song & Porath, 2005), which explains how giftedness coexists with ASD and interacts with each other, producing the characteristics of gifted individuals with ASD. According to the suggested mechanism, the excessive growth of mental spaces in the brain may cause ASD. The over-grown mental spaces result in excessively strong short-term sensory memory and better facility of processing, promoting internal cognitive activities on one hand, but relative lack of cognitive activities in the real world space results in ASD symptoms on the other hand. The cognitive structure of gifted ASD students also contributes to the presentation of giftedness in specific domains. This study suggests that gifted individuals with ASD need to be discouraged from fully engaging in domains they are interested in or the most confident of, rather to be encouraged to invest their giftedness to overcome their ASD symptoms. This study also provides new perspectives on theoretical and educational approaches for gifted ASD.

• The Journal of the Korea Contents Association
• /
• v.11 no.8
• /
• pp.221-230
• /
• 2011

The purpose of this study was to examine validity of the Korean-Child Behavior Checklist: K-CBCL) as measures for emotional and behavioral problems for use with children with autism spectrum disorders. In present study, the factor of the K-CBCL was investigated, using data of 248 children with autism spectrum disorders, with 11.17 mean ages. The two factor model of Internalizing problems (Withdrawn, Somatic Complaints, Anxious/Depressed) and Externalizing problems (Delinquent Behavior, Aggressive Behavior) was investigated by the confirmatory factor analysis. The two factor model of K-CBCL was adequate for children with autism spectrum disorders. The inter-item consistency for the sub-factor of K-CBCL demonstrated on adequate reliability of the measure. Although the inter-item consistency of Withdraw, Social problems, Delinquent Behavior was not acceptable, the inter-item consistency of Internalizing, Externalizing and total problems were good. This results supported validity and reliability and suggested that K-CBCL is used to assess for emotional and behavioral problems in children with autism spectrum disorders.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.9 no.2
• /
• pp.148-153
• /
• 1998

Objectives：This study investigated the severity and frequency of depression in mothers with autistic children and the correlation between K-BDI score of mothers with autism and severity of autistic symptoms of their children. Methods：The subjects for this study consisted of 45 autistic children and their mothers. The severity of autistic symptoms of children were evaluated by K-CARS and severity of depressive symptoms of mothers with autistic children evaluated by the K-BDI. Results：1) Total K-BDI scores of mothers with autistic children were $17.3{\pm}10.9$ and this score was belonged to subclinical depression on the K-BDI STEN score. There were significant differences of total KBDI score between in mothers with autistic children and in those of normal control. The 26.7% of 45 mothers with autistic children were depression. 2) There was no correlation between total K-BDI score and each factor of mothers with autistic children and K-CARS score of the their children. Conclusion：There were many depression in mothers with autistic children than in those of normal control. This result suggested that the education and the supportive psychotherapy for mothers with autistic children is as important as the treatment for autism.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.5 no.1
• /
• pp.41-53
• /
• 1994

In 1944 Hans Asperger reported odd bizzare 400 children who showed autism like clinical symptoms but had higher intelligence and relatively intact speech function. He named these child 'autistic psychopathy'. Since them there were many controversial views about this syndrome. Some regards Asperger syndrome as the high functioning autism variant or preschizophrenic childhood condition or childhood form of schizoid personality disorder. Though there were still many controversy, recently ICD-10, DSM-IV accepted Asperger's syndrome as a distinct subtype of pervasive developmental disorder. The authors reviewed the history and conceptual changes of Asperger syndrome and summarized the interesting recent research findings. In addition, the authors argue that this syndrome has some linkage with autism and schizoid personality disorder and proposed that these is disorders do have common defect in social instinctual development.

• Korean Journal of Child Studies
• /
• v.30 no.4
• /
• pp.15-31
• /
• 2009

This study examined relationships between the stress of families with autistic children, the social adaptation of autistic children and whether this relationship is moderated by family resilience and social support. The subjects were mothers of autistic children attending a special school for children with autistic disorder. Survey tools measured family stress, social support, and social adaptation. Family Resilience was measured by family hardiness, family coherence, family communication, problem-solving, and management strategy. Results showed that higher degree of family stress resulted in lower degree of adaptation in families of autistic children. The effectiveness of family resilience and social support as moderators between family stress and adaptation of families with autistic children was confirmed.

• The Journal of Korean society of community based occupational therapy
• /
• v.1 no.1
• /
• pp.41-47
• /
• 2011

Objective : We try to show the necessity of crafts and arts comparing visual perception of autism with that of mental retardation using craft programmes. Methods : We applied a visual perception programme after sorting 10 autism and 10 mental retardation according to criteria. A used craft programmes are consulted and produced by specialist who are applying crafts as treatment or have experienced applying crafts. The items included potter, mobile art, wheat flour kneading, clay, corrugated cardboard work and color mix work. We applied the programmes twice a week during 4 weeks and used motor-free visual perception test-third edition(MVPT-3) to investigate the effect before and after treatments. Results : First, craft programmes had effect on both autism and mental retardation. Second, craft programmes had more effect on mental retardation. Conclusion : We could know that craft programmes influenced on visual perceptional development of autism and mental retardation.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.8 no.1
• /
• pp.113-122
• /
• 1997

The purpose of this study was to examine brain structural abnormalities in autistic children. Magnetic resonance imaging(MRI) findings in 22 male children with a DSM-Ⅲ-R diagnosis of autistic disorder and 17 non-autistic male control children were investigated. The ratio measures by lineometry was used to examine the cerebrum, midbrain, cerebellum, brain stem and ventricular system. The left to right ratio of the lateral ventricle was larger in autistic children than in controls. The pons was significantly larger in autistic children than in controls, and the cerebellum was smaller in autistic children. There were no significant differences between autistic children and controls in the symmetricity of the fontral lobe, parietal lobe, occipital lobe and temporal lobe, and in the size of the midbrain and 4th ventricle. These findings suggest that autistic disorder may be related to structural impairment of the brain.