• The Journal of Korean Academy of Sensory Integration
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• v.21 no.2
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• pp.12-23
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• 2023

Objective : The purpose of this study was to investigate the effect of sensory integration therapy and home program intervention on the visual attention of children with Down syndrome. Methods : This study used a single subject design for one child with Down syndrome, Sensory integrated treatment intervention was conducted once a week for 16 weeks, and home programs were conducted four times a week for 16 weeks. Changes in visual attention were measured after intervention in the target child. Results : After the intervention, the average values of object gaze, object horizontal pursuit, and object vertical pursuit time increased compared with the baseline period. In object gaze, object horizontal pursuit, and object vertical pursuit, a section higher than the ±2 standard deviation of the baseline period was observed during the intervention period. Conclusion : This study confirmed that the combination of sensory integrated therapy and home program intervention improved visual attention and visual perception in children with Down syndrome, and it is meaningful that it presented an effective intervention method.

• Journal of Digital Convergence
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• v.16 no.2
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• pp.313-325
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• 2018

The purpose of this study was to investigate the effect of group art therapy program on self-esteem and school life adaptation of high school girls. For this purpose, a group art therapy program was performed for 6 students of S girls' high school in S city in Chungcheongnamdo and the effects were analyzed by integrated method. The main results are as follows. First, group art therapy programs were found to positively affect the self-esteem of high school girls. Second, it showed a positive effect on school life adaptation of high school girls. However, there were some cases in which there was a significant change in self-esteem only by quantitative analysis and a change in school life adaptation only by qualitative analysis. Finally, based on this study, the policy measures to improve lowered self-esteem and low adaptation to school life of high school girls were discussed.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.1
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• pp.13-25
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• 2009

Objective : The purpose of the study is to find out how group sensory integrative (SI) intervention enhances play skill and social interaction of the children with sensory integration disorders. Method : Three children who were showing problems related in sensory integration received 12 SI intervention sessions. The Sensory Profile (SP) and The Social Maturity Scale (SMS) were accomplished by the subject's primary caregiver. Test of Playfulness (ToP) and Peer Social Interactions Rating Scale (PSIRS) were utilized to investigate the children's play skills and social interactions with their friends. Goal Attainment Scale (GAS) is applied to assess the children's play skill, social interactions with peer, and sensory processing at each session. Data was collected before- and after the intervention and analyzed by the Wilcoxon matched-pair signed rank test with SPSS/WIN version 10.0 and Microsoft Excel. Results : The average scores of ToP, PSIRS, and SMS were increased after the sensory integrative intervention. However, there is no significant difference in the play skills and social interactions between data of pre-intervention and the one of post-intervention. The score of the GAS was frequently increased in terms of the play skills and sensory processing throughout the whole sessions. Conclusions : This study reveals a possibility of that the group sensory integrative intervention may affect not only sensory processing ability, but also play skills and social interactions of children experiencing difficulties of sensory processing. Future research should supplement limitations of this study regarding insufficient number of the subject and the short period of the experiment.

• The Journal of Korean Academy of Sensory Integration
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• v.8 no.1
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• pp.27-40
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• 2010

Objective : This study is designed to identify effect of a sensory integration(SI) program provided to elementary school students as an after-school activity. The study is looking at both occupational performance components and school-task performance which is an area of occupational performance. Methods : SI program specially designed as an after-school activity was provided to three boys who are first- or second grade students of Y elementary school in Dae-Jeon city. The SI intervention was organized with 25 sessions and carried out for two months. One group pretest-posttest design was used to evaluate the effectiveness of the SI program. Measurements used are Short Sensory Profile(SSP), K-DTVP-2, and BOTMP for occupational performance components, and School Function Assessment for functional schooltask performance. Results : It is found that posttest scores were enhanced in all assessments SSP; BOTMP; K-DTVP-2; and SFA. Conclusion : Results of this study simply propose that sensory integration program designed as after-school activity may have positive effects on not only occupational performance components but also on school-task performance of elementary school student. Since sample size is too small, however, there is limitation to find statistical significance. Further researches testing large number of subjects are required to boost the finding of this study.

• The Journal of Korean Academy of Sensory Integration
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• v.6 no.1
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• pp.25-33
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• 2008

Objective : To identify the effectiveness of a short-term intensive intervention program on the improvement of adaptive response of a child with mixed sensory integration disorder. Method : Four and half years old boy who has been diagnosed of PDD received 40 min of one intervention session and 50 min of 3 intervention sessions. The intervention was a part of the 2008 Sensory Integration Treatment Course developed by the Korean Academy of Sensory Integration (KASI) and all sessions were implemented under supervision by experts. Result : Adaptive responses of the child were enhanced throughout the intervention process in terms of postural response and peer interaction. His oral defensiveness is improved. As the intervention progressed, he exhibited more active movements, louder voice, and coherence within peer group. Conclusion : This case report demonstrates effectiveness of a short-term intensive intervention program in terms of improving adaptive response. To enrich the effectiveness, tt is suggested to educate parents about neurological base of the child's behaviors so the they understand the importance of various sensory experience within play.

• The Journal of Korean Academy of Sensory Integration
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• v.7 no.2
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• pp.63-76
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• 2009

Objective : The purpose of this study was to identify effects of intensive sensory integration (SI) treatment and home-program for a child who has a sensory integration disorder. This study also examined whether the positive effect is long-lasting by a follow-up test. Method : A boy with sensory integration dysfunction underwent an intensive SI treatment for 2 weeks. The intervention was consisted of 9 sessions and duration of the each session was 40 minutes. Sensory diet and Wilbarger protocol was provided as home program. The child's sensory function was evaluated before and after the SI intervention. Five month later, re-evaluation was executed for follow-up purpose. Results : In the evaluation after the Si intervention, the child's sensory defensiveness was decreased. Praxis, visual perception, sensory regulation dysfunction (sleep function), affective stabilization and performance of activities of daily living are also improved. In the re-evaluation after the 5 month later, the self-regulation ability, especially sleep function, has been maintained and the visual perception was developing continually. However, the child showed some affective regulation such as bothering his mother and losing his temper. Conclusions : The intensive SI intervention showed positive effects in terms of SI function improvement and the effect lasted long without any additional therapeutic intervention.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.11-27
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• 2013

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children's school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.565-575
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• 2016

The purpose of this study was to examine the effects of an integrative art therapy program for marriage migrant women to improve self-efficacy, learn conflict resolution strategies, and establish close family relationship. The participants of the program were limited to marriage migrant women residing in A City who lived in Korea for more than two years. 30 women for the experimental group and 31 women for the control group were randomly sampled. Eight sessions were offered. A pre-test was conducted in the first session and a post-test was done one month after the program was finished. The results of the program suggested that the experimental group had a higher effect on self-efficacy and conflict resolution strategies than the control group. The integrative art therapy program for marriage migrant women conducted in this study aims for marriage migrant women to recover confidence and actively establish happy marital and family relationship by providing an opportunity to make success experience. Moreover, the program is intended to be applied to the field to build up the foundation of family and social adjustment in marriage migrant women.

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.401-402
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• 2015

본 연구는 스마트폰 중독에 따른 통합치료 방안을 모색한 것이다. 스마트폰의 심리적 요인으로 자기통제력 상실과 우울증을 들었다. 기존 치료방안의 문제점을 소개하였고, 스마트폰 중독의 치료방안으로는 환자에 맞춘 다중치료 프로그램을 소개하였다.

• 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.