• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.7 no.1
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• pp.106-112
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• 1996

조음장애(articulation disorders)란 조음기관(예 : 혀, 입술. 치아, 입천장)을 통하여 말소리가 만들어지는 과정에서의 결함을 나타내는데, 이러한 조음장애를 보이는 아동은 '불명료한' 구어를 사용하게 되므로 해서 결국 의사소통의 어려움을 나타내게 된다. 음소를 생략하거나, 다른 음소로 대치하거나, 또는 같은 음소내에서 소리를 왜곡시키는 조음 장애 현상들은 순수 조음 장애 아동들 뿐 아니라, 정신지체, 청각장애, 구개파열, 뇌성마비 등의 장애자들에게서 중복적인 결함으로 나타나기도 한다. 본고에서는 소아의 조음장애를 다루는 임상가가 알아두어야 할 관련 요인들, 조음 오류 평가. 그리고 치료방법에 대하여 고찰하고자 한다.

• 재활복지
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• v.20 no.4
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• pp.247-264
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• 2016

The Children's Home Inventory for Listening Difficulties (CHILD) questionnaire has been applied for assessing listening and communication difficulties in various home situations for children with hearing loss. The purpose of the study was to translate the CHILD questionnaire for parents into Korean and verify reliability and validity of Korean version of CHILD (CHILD-K). CHILD-K was completed by 55 parents of children (from ages 3~12 years) using cochlear implants (CI). Among the 55 children, 27 were in preschool and 28 in elementary. Internal consistency reliability of CHILD-K was verified by Chronbach's alpha. The mixed factorial ANOVA was conducted to compare the effects of the age group and situation factors (Quiet, Noise, Distance, Social, and Media factors) on the score of CHILD. The results indicated that CHILD-K showed excellent internal consistency reliability (${\alpha}=.96$). The CHILD scores among age groups were significantly different as the older age group resulted in higher scores in all situations except Distance. For both groups the mean scores for the Quiet situation were significantly higher than other situations, and the mean scores for the Social situation were significantly lower than other situations. Moreover, analysis showed that children with CI had difficulties in the Social situation combined with other situation factors. The results indicate that the Korean version of CHILD questionnaire is a reliable tool for the assessment of communication abilities in home situation in Korean-speaking children using CI.

• Journal of Korea Entertainment Industry Association
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• v.13 no.3
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• pp.203-211
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• 2019

The purpose of this study was to investigate the relations between sensory processing and sleep disturbances and to investigate the effect of sensory processing on sleep disorder in preschool children with developmental disorder. This study was conducted for 110 children with developmental disorder in developmental clinic and rehabilitation hospital in Gwang Ju from June to August, 2017. The final 109 data were analyzed. Sensory processing and Sleep disturbances were measured using the Shortened sensory profile(SSP) and Korean-the Children's Sleep Habits Questionnaire(K-CSHQ). Statistical analysis was performed using descriptive analysis, Pearson correlation analysis, and multiple regression analysis were performed. Children with developmental disorder had problems with sensory processing and sleep habits. Sensory processing was related to sleep habit and most important factors of sensory processing influencing sleep was taste/olfactory sensitivity, auditory filtering. Conclusion: In order to help children with developmental disorder with sleep problem, it is necessary to consider the sensory processing especially taste/olfactory sensitivity, auditory filtering.

• The Journal of Korean Academy of Sensory Integration
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• v.12 no.2
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• pp.1-12
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• 2014

Objective : The purpose of this study is to investigate about what autistic-spectrum disorder child's relationship between the sensory process types, the auditory behavioral characteristic and sociality Methods : The study performed from May to June, 2014. Targeting 15 children diagnosed as the autistic spectrum disorder and other 11 children suspected as having the autistic spectrum disorder in their ages of full 2-14 years old. This study used the Auditory Behavioral Checklist, Ewha-Check List for Autistic Children, Social Maturity Scale, School Function Assessment and sensory profile. For the data analysis, the statistical analysis was conducted with the SPSS 18.0. Results : First, in the relationship between the sensory process type and the auditory behavior, the preschool children and the school children showed some positive correlations with the hearing in the background noise and the communication, respectively. Second, the hearing in the background noise and the communication showed some meaningful relationship with sociality. Conclusion : The occupational therapists need to investigate effects of the sensory integrative intervention with sensory diet to improve sociality.

• 재활복지
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• v.18 no.4
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• pp.257-277
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• 2014

The purpose of this study was to observe auditory processing skills in school-age children using Fisher's Auditory Problem Checklist(FAPC; Fisher, 1976) and Scales of Auditory Behaviors(SAB; Shiffman, 1999) in order to provide a basis for clinical application in screening central auditory processing disorders(CAPD) in Korea. Korean translated version of FAPC and SAB were given to the parents or care givers of 233 students from grades 1~6. As a result of testing FAPC, the average score for all grades showed 91.87(${\pm}7.93$) points, with grade point average score falling in 90.13~93.67 range and no significant differences among grades. For SAB, the average score for all grades showed 53.44(${\pm}5.09$), with grade point average score falling in 51.78~55.44 range and also no significant differences among grades. Significant correlations between FAPC and SAB were shown in all and within grade levels. There showed to be 22 children(9.9%) in -1 SD at risk criteria, with 13 male students(12%) and 9 female students(7.8%) for both FAPC and SAB. In applying FAPC and SAB clinically to school-age children, these two tests showed to have a significant correlation, but because of different characteristics due to the small number of children in the common risk range, diagnostic testing/rehabilitation plan based on screening and auditory behavior characteristics is recommended to be conducted complementarily to one another.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.14 no.2
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• pp.197-208
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• 2003

Objective：In this study, we hypothesized that deficit in processing rapid linguistic stimuli is at the heart of Reading Disability(RD) and deficit in response inhibition is at the heart of Attention Deficit/Hyperactivity(ADHD). We conducted experiments to identify the core cognitive characteristics of children either with RD or with ADHD or with both, using attentional tasks and phoneme differential tests. Method：In the study 1, 28 children with ADHD, 16 children with RD+ADHD were individually administered visual/auditory performance tests. Then, the differences of performance on attentional tasks between two groups were compared while IQs of two groups were controlled. In the study 2, 13 children with RD+ADHD/RD, 13 children with ADHD, and 13 normal children were administered computerized phoneme differential tests. Result：Visual attentional tasks did not distinguish an ADHD group from a RD+ADHD group. With auditory attentional tasks, however, the comorbid group showed significantly more difficulties, causing a large variance in reaction time. RD, RD+ADHD, and ADHD groups showed more errors in phoneme differential tests than a normal control group, and each group showed distinctive performance patterns. Discussion：An ADHD group had difficulty in response inhibition and sustained attention, and children who also had RD along with ADHD magnified the auditory attentional difficulties. Even though children with RD had more trouble with responding correctly to target stimuli, their responses were not significantly different from those of children with ADHD.

• Journal of Korean Library and Information Science Society
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• v.54 no.3
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• pp.129-163
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• 2023

The purpose of this study is to identify reading competency and its components according to the concept of reading competency in order to strengthen the reading competency of children and adolescents with disabilities, develop diagnostic questions, and provide basic data for the development of a reading competency diagnostic tool for children and adolescents with disabilities, Research methods include literature research, brainstorming, delphi survey, and preliminary research. As a result of the study, the components of the reading competency diagnostic tool are broadly divided into 2 areas (affective domain, environmental domain), 4 categories (reading motivation, reading attitude, human environment, and physical environment), and a total of 13 components in each of the 4 categories (Reading interest, reading value, reading recognition, reading expectations, reading habits, reading efficacy, reading immersion, reading anxiety (avoidance), home/family, school/teacher, peers, reading environment, media environment) and the corresponding questions. was developed. Based on these results, a direction for developing a reading competency diagnostic tool for children and adolescents with disabilities was presented.

• Korea Multimedia Society
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• v.9 no.3_4
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• pp.36-45
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• 2005

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.33 no.1
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• pp.279-299
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• 2022

This study tried to identify the reading and library use and requirements of children and young adults with disabilities in school age, and to suggest improvements in library policy, centered on the National Library for the Disabled Unlike the library policy centered on the creation of alternative materials and the establishment of an integrated cataloging system for alternative materials, children and young adults with disabilities mainly use paper books, and 80% of them hardly use the library. This study established a system centered on the special school library and proposed to establish a foundation for enjoying reading culture through curation of books by disability type and developmental age. In addition, based on the development of international standardization of multimedia collections, cooperation with the National Library for Children and Young Adults, and the expansion of librarian, collections, and budgets of special school libraries, linkage with students with disabilities in special classes of general schools was suggested.

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.3
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• pp.14-26
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• 2020

Objective : The purpose of this study was to investigate the effect of therapeutic listening on task performance, auditory behavior problems, and attention in children with sensory modulation disorder. Methods : Sixteen children aged four to seven years who were classified as children with sensory modulation disorder were randomly assigned to either the experimental group (n = 8) or the control group (n = 8). From July 1 to October 18, 2017, both groups participated in sensory integration programs, while therapeutic listening training was administered only to the experimental group. Sensory integration therapy was conducted in two sessions per week for six weeks (12 sessions); each session consisted of 40 minutes of therapy and 10 minutes of parent education. Therapeutic listening was conducted in three thirty-minute sessions per week for six weeks (18 sessions). We used the Canadian Occupation Performance Measure (COPM) to evaluate changes in the participants' occupational performance between pre- and post-intervention. We used Fisher's Auditory Problems Checklist (FAPC) to observe changes in behavioral problems related to hearing. The Child Attention Scale for Teacher (CAST) was used to evaluate changes in attention. Results : No significant differences pre- and post-intervention between the two groups were observed. The participants' auditory behavioral problems improved significantly in the experimental group, but no significant difference was found between the two groups. There was no significant difference in attention between the two groups, but there was a significant difference between the two groups in the "adaptability" and "emotion" domains (p < .05). Conclusion : The results suggest that therapeutic listening training has a positive effect on reducing problematic behaviors related to hearing and improving the occupational performance of children with sensory modulation disorder. This study provides a basis for improving the sensory processing ability of children with sensory modulation disorder by applying listening training in the clinical field and at home.