• Therapeutic Science for Rehabilitation
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• v.13 no.2
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• pp.9-25
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• 2024

Objective : Children with autism spectrum disorder (ASD) commonly suffer from feeding disorders. Major feeding problems include mealtime behavior problems, picky eating, and a lack of food variety can lead to nutritional problems, developmental and social limitations, and stress for the caregivers. A review of the latest literature was conducted to gain an in-depth understanding of assessment tools for feeding disorders in children with ASD. Method : This study analyzed assessments to identify feeding problems in ASD based on previous studies searched through keywords such as ASD, ASD feeding problem, and ASD feeding evaluation. Results : The ASD feeding disorder assessment was divided into direct and indirect assessments. Indirect assessment, in which caregivers measure a child's situation using questionnaires, is mainly used. The assessment of feeding disorders in children with ASD was divided into 1) mealtime behavior, 2) sensory processing, 3) food consumption, and 4) others. Conclusion : As the main feeding disorder characteristics of children with ASD are very diverse, a comprehensive evaluation is necessary but is still limited. Swallowing rehabilitation experts, such as occupational therapists, should apply comprehensive assessment tools based on a basic understanding of the feeding problems, behaviors, and sensations in ASD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.1
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• pp.14-22
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• 1996

This study aims to look at main problems of visiting the clinic, diagnoses and other related factors of outpatients in a private psychiatric clinic f3r children and adolescents located in Seoul. The analyses were based on the reports of 2,785 patients who were 18 years old and less, and visited the clinic during last 4 years. The results showed that the ratio of boys to girls was 2.7 to 1, and about 64% of the whole sample were 6 years old and less. Especially the percentage of patients aged 3 and less was the highest and that of schoolage and more was gradually reduced. The average number of siblings was 195 and the percentage of the first child in a family was the highest. Particularly, there were more boys in rase of one child families and more girls in case of families with 3 children and more. The chief problems were mainly language-deficit, hyperactivity, autistic behaviour, tic, aggressive behavior and academic problem. The higher frequency of diagnoses was in the order of parent-child problem, mental retardation, developmental language disorder, reactive attachment disorder, other emotional disorder, and pervasive developmental disorder. The more frequently used method fir treatments was in the sequence of psychotherapy, play therapy, parental counseling, occupational therapy and speech therapy. The results from this study were compared with those from other studies and discussed.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.11b
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• pp.665-668
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• 2002

컴퓨터의 급속한 보급화와 기술의 발달에 따라 컴퓨터의 활용은 사회 전반에 걸쳐 깊숙이 보편화 되었고 정보를 처리하는 대표적인 수단이 되었다. 이런 현상에서 각급 학교에서도 학급 운영과 학생관리 등 거의 모든 업무를 컴퓨터를 이용하여 효율적으로 처리하는 방안을 모색하고 있다. 현재 보편적으로 운용되고 있는 학급 운영 시스템은 일반 학교의 학급을 위한 시스템이 대부분이고, 이들 학급 운영 시스템은 학급운영과 학생관리의 업무 특성상 정신지체장애 학교와 같은 특수학교에 적용하여 운용하기에는 무리가 있는 것이 사실이다. 따라서 본 논문에서는 정신지체 학교와 같은 특수학교의 특성과 실정에 맞는 학급 운영 시스템을 설계, 구현함으로써 특수학교 교사와 학생의 학급 업무에 대한 효율성을 증대시키고 특수학교 학생들의 특성에 맞는 개별 교육을 원활하게 수행할 수 있도록 하는 차별화된 학급 운영 시스템을 제안하고자 한다.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.1
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• pp.45-56
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• 2015

Purpose : This study aimed to critically analyze published research papers in Journal of Korean Academy of Sensory Integration and to investigate the research field and trends. Methods : Types of studies, research trends, levels of evidence, participants, funding sources and research areas were analyzed and described by using 97 selected studies published between 2003 and 2014. Results : Every 5 years, the most frequent type of study was experimental research. The numbers of experimental studies and review studies have been increasing. The most frequent level of evidence was one group non-randomized study, followed by case reports. The highest percentage of participants were children with disability and the most common diagnoses were pervasive developmental disorder, developmental delay and intellectual disabilities. Most of the participants was elementary school students and the most frequent sample size was below 10. The percentage of research grant from Korean Academy of Sensory Integration has been over 50% since 2008. The research areas focusing on the standardized assessments were mostly sensory modulation, interaction and development and the non-standardized assessments were behavior observation and clinical observation. Conclusion : Higher level of studies and comprehensive research methods will be needed. The standardized assessment tools with the high sensibility on sensory integration which developed in the domestic need to be developed. Thus, it will be able to contribute to the evidence based practice in occupational therapy.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.2
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• pp.23-35
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• 2009

Objective : The purpose of this study is to understand whether group Sensory Integration(SI) therapy has the effect on improvement of motor skill and social function for children with developmental disorder. Method : The subjects were recruited among children received sensory integration therapy at a Children's Development Institute in Dae-Jeon, experimental group is total 5 participating in group sensory integration therapy and control group is also 5 participating in individual sensory integration therapy. The program was constructed for 90 minutes and all children either in the experimental or in the control group went through intervention for 20 weeks. Bruininks-Oseretsky test of Motor Proficiency II, Korean-Scales of Independent Behavior-Revised and Social Maturity Scale were used in order to evaluate the degree of improvement in motor skill and social function. Results : Most children in the experimental group showed improvement in overall aspects of motor skill and the social function comparing pre-intervention with post-intervention, but they did not show any statistically significant differences. However, comparing experimental group with control group, children in the experimental group showed improvement in motor skill and social function. Furthermore, there is statistically significant improvement especially in manual coordination, manual dexterity, and social age and social quotient in Behavior-Revised and Social Maturity Scale. Conclusions : It is found that a group Sensory Integration therapy program has effect on motor skill and social function for children with developmental disorder in this study. In the future study, group SI therapy should be applied for children with diverse diagnosis in order to generalize the effectiveness of therapy.

• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.115-128
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• 2023

This study examines the effects of a new app-based intervention program for conversational skills of children with high-functioning autism spectrum disorder (ASD). Participants in this study comprised 26 children diagnosed with autism, Asperger's syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Participants were randomly assigned into a treatment group or a control group according to their ages, IQ, SCQ, and ASSQ scores. The treatment group met with teachers once a week for a single non-face-to-face class for nine weeks, along with conversation training at home using an app. The control group did not participate in any specific programs for conversational skills. Conversation data of all participants were collected before and after the intervention to compare the two groups based on changes in the conversational turn-taking and topic manipulation skills. When analyzed with respect to a Group X Period analysis of variance (ANOVA), the data indicated maintenance on the rate of appropriate listener's verbal responses in the treatment group, whereas the rate of inappropriate listener's verbal response significantly declined in the control group. In addition, the rate of conversation initiation and maintenance and the rate of appropriate initiation improved in the treatment group, whereas the rate of inappropriate initiation declined in this group. Overall, the study demonstrates promising effects of the novel App-based digital intervention on verbal conversational skills in children with high function ASD.

• Korean Journal of Biological Psychiatry
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• v.13 no.4
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• pp.289-298
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• 2006

Objectives : Autism is a complex neurodevelopmental spectrum disorder with a strong genetic component. Previous neurochemical and genetic studies suggested the possible involvement of glutamate N-methyl-D-aspartate(NMDA) receptor in autism. The aim of study was to investigate the association between the NMDA2B receptor gene(GRIN2B) and autism spectrum disorders(ASD) in the Korean population. Methods : The patients with ASD were diagnosed with Autism Diagnostic Interview-Revised and Autism Diagnostic Observation Schedule based on DSM-IV diagnostic classification. The present study was conducted with the detection of four single nucleotide polymorphisms(SNPs) in GRIK2 and family-based association analysis of the single nucleotide polymorphisms in Korean ASD trios using transmission disequilibrium test (TDT). Results : One hundred twenty six patients with ASD and their biological parents were analyzed. 86.5% were male and 85.1% were diagnosed as autistic disorder. The mean age was $71.9{\pm}31.6$ months(range : 26-185 months). We found that rs1805247 showed significantly preferential transmission(TDT ${\chi}^2$=12.8, p<0.001) in ASD. Conclusion : One SNP in GRIN2B gene was significantly associated with ASD in the Korean population. This result suggests the possible involvement of glutamate NMDA receptor gene in the development of ASD.

• Journal of Music and Human Behavior
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• v.13 no.1
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• pp.61-87
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• 2016

With broad individual variability in social communication skills of children with autism spectrum disorders and increasing focus on interventions targeting social communication of this population, there is a need for systematic analysis of how social communication outcomes are measured. This study aimed to systematically analyze the measurement tools used in the music therapy interventions for improving social communication of children with ASD. Electronic databases and music therapy journals were searched for controlled studies published between 1980 and 2015. A total of 21 studies were included for the analysis. The results demonstrated that direct observation of behaviors was the most frequently used and the combination of targeted social communication areas and specific measurements used for a specific skill varied among the studies. In addition, 90.4% of studies reported interrater reliability. These results indicate that there has been a diversity in approaches to measure social communication skills despite increasing attempts for systematic measurements. In consideration of the nature of social communication development in children with ASD, multifaceted strategy to understand and assess the target skills in terms of specific behavior acquisition, social functioning in general, and social cognition was recommended.

• 재활복지
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• v.20 no.1
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• pp.23-42
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• 2016

The purpose of this study was to analyze research trends in life-long education for people with disabilities by analyzing journal article related to special education and disabled welfare in Korea, present suggestions for future study in the field. For the purpose, the author selected 94 studies listed on 16 kinds of journal articles related to special education and disabled welfare, analyzed trend journals by year, trend research topics, research methods. The results through data analysis are as follows. First, the studies on life-long education with disabilities were increasing, expecially representing a sharp increase from 2014. Second, the research topic areas most referred were studies related life-long education curriculum and program, life-long learner and learner group. Third, most of the first authors came from universities in Metropolitan and Yeongnam area. The research study using a questionnaires was that the majority method. Based on this results, the implications for future studies on life-long education for people with disabilities were discussed.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.10 no.2
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• pp.244-251
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• 1999

Self-injurious behavior is often showed in mental retardation, especially in autism. Self-injurious behavior has been regarded as a symptom cluster rather than a disease but it is an emergent clinical situation that can directly affect mortality. This case is about a refractory autistic patient who showed a self-injurious behavior of hitting the head repetitively. He was hospitalized and was treated by pharmacotherapy and behavior therapy and for this reason this clinical experience is reported with literature review. The patient is a 7-year old boy who was ward admitted from 1999 April 20 till July 10 into OO hospital OO ward because of self-injurious behavior. During the 12 weeks he had admission treatment. As for the pharmacotherapy, haloperidol was dosed up from 0.5mg to 1.0mg from the 4th week and combination drug therapy was done during the admission with naltrexone 25-50mg. As for the behavioral therapy, Differential Reinforcement of Other behavior was used and regular play therapy was done. To remove the physical restraint, headgear and hard sleeve was used. Currently, OPD follow up treatment is being done and haloperidol 0.5mg and naltrexone 50mg is maintained. The patient’s mother is educated and play therapy is done an hour daily at home. When the patient was released form the hospital, self-injurious behavior was decreased more than the moderate state and remission state is still being maintained at the outpatient clinic.