• The Journal of Korea Assosiation for Disability and Oral Health
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• v.6 no.1
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• pp.1-9
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• 2010

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

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.114-122
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• 2007

Purpose: This study was aimed at evaluating the effects of Music Therapy for the autistic children. Method: The subjects of this study consisted of 3 autistic children who were trained in an Attachment Promotion Therapy Program for 6 months. The Children were all males and 4years 9months, 3years 1 month, and 3years 8month each, and diagnosed with Autism by Child and Adolescent Psychiatrists. Data was collected by using video-taping methods(ADOS, Fagot's Interactive Behavior Code), an interview and observational methods(SMS). Music Therapy intervention was done once a week for 6 months. Data was gathered by quantitative and qualitative analysis. Result: This study showed that the Autism Diagnostic Observation Scale and Social Maturity Quotient(SQ) much improved after the Music Therapy After the Music Therapy, the Interactive Behavior Code : Gaze, Gesture for the communication, Verbal language, Laughing/Smile, and Normal play behaviors increased more than before the intervention. As the results show, the child's behavior became more positively responsive, playful, and attentive to others. Conclusion: This study suggests that Music Therapy might be an effective intervention for autistic disorder children in order to decrease autistic symptoms and increase joint attention behavior.

• International Journal of Computer Science & Network Security
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• v.22 no.6
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• pp.145-156
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• 2022

Children are the foundation and future of this society and understanding their impressions and behaviors is very important and the child's behavioral problems are a burden on the family and society as well as have a bad impact on the development of the child, and the early diagnosis of these problems helps to solve or mitigate them, and in this research project we aim to understand and know the behaviors of children, through artificial intelligence algorithms that helped solve many complex problems in an automated system, By using this technique to read and analyze the behaviors and feelings of the child by reading the features of the child's face, the movement of the child's body, the method of the child's session and nervous emotions, and by analyzing these factors we can predict the feelings and behaviors of children from grief, tension, happiness and anger as well as determine whether this child has the autism spectrum or not. The scarcity of studies and the privacy of data and its scarcity on these behaviors and feelings limited researchers in the process of analysis and training to the model presented in a set of images, videos and audio recordings that can be connected, this model results in understanding the feelings of children and their behaviors and helps doctors and specialists to understand and know these behaviors and feelings.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.4
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• pp.228-234
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• 2017

Objectives: The aim of this study was to investigate the clinical characteristics of aggressive behavior problems in children and adolescents with autism spectrum disorder (ASD). Methods: Children and adolescents with ASD, aged 6-18 years, were included in this study. We divided them into two groups according to the presence or absence of aggressive behavior. They were assessed using three scales, the Korean-Child Behavior Checklist (K-CBCL), Behavior Problem Inventory, and Social Communication Questionnaire, which were completed by their parents, who conducted a continuous performance test to evaluate their attention function. The statistical analysis was done using the Mann-Whitney U-test between the two groups at a p-value of 0.05. Results: A total of 17 children participated in this study. Ten children (7 boys, $12.4{\pm}4.27years$) were included in the group with aggressive behavior problems and 7 children (6 boys, $13.8{\pm}3.53years$) in the group without aggressive behavior problems. There were no significant differences in the age, gender or intelligence quotient of the two groups. The children with aggressive behavior problems showed a trend of higher T-scores in the attention problems and anxiety/depressed subscale of the CBLC (p<0.1). Conclusion: The results suggest that aggressive behavior problems in children with ASD may be related to their attention problems, anxiety and depression.

• Journal of The Korean Society of Integrative Medicine
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• v.12 no.2
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• pp.101-110
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• 2024

Purpose : The purpose of this study provided an overview of the general status and recent intervention approaches in overseas research related to feeding problems in children with autism spectrum disorder (ASD). This review aims to explore interventions for feeding problems in order to provide higher quality follow-up research directions and implications, particularly focusing on providing recommendations for future research in the context of domestic studies. Methods : Analyzing studies published in international journals from 2017 to 2023. This review involved six selected articles, through Embase, Pubmed, RISS, KISS database search engine. A literature analysis that includes inclusion and exclusion criteria, six selected articles were examined. The literature analysis categorized the general status of the research and intervention approaches and treatment components into intervention, treatment settings and therapists, and dependent variables, respectively. Results : Among feeding intervention approaches, parent education interventions based on behavioral therapy had the highest proportion, followed by multidisciplinary interventions. To maintain the effectiveness of interventions over the long term and to generalize them to the home environment, parent education that utilizes parents as mediators is considered a crucial factor. The most commonly observed effects as dependent variables were changes in the consumption of disliked foods, health foods and alterations in feeding behavior. Conclusion : This study introduces various intervention approaches for addressing feeding problems in children with autism spectrum disorder (ASD), focusing on the positive effects demonstrated by active intervention research in abroad. Furthermore, it underscores the need for additional research in Korea to validate the efficacy of these feeding intervention methods. Lastly, the study outlines future research directions aimed at developing feeding programs to support children with ASD and their families coping with feeding issues.

• Therapeutic Science for Rehabilitation
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• v.10 no.4
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• pp.7-24
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• 2021

Objective : This study examined the characteristics of the literature involving a single-subject research design among positive behavior support intervention studies to improve problem behavior in children with autism spectrum disorders and assess the quality level. Methods : This is a literature study, and the targets of analysis were nine single-subject research papers published between 2011 and 2020. The subject papers were analyzed by dividing them into general characteristics and the qualitative levels according to the content of the research method. Results : Analysis of analyzing the contents of the study showed that the subjects were preschool and elementary school-age children at the same ratio. Furthermore, the study design involved mostly the middle and multiple baseline designs among the behaviors. All papers presented social validity, intervention fidelity, and observer reliability. Problem behaviors included self-injury and aggression behaviors, disturbing behaviors, and seat break-away behaviors, while the most dependent variables were measured through partial interval recording. As a result of confirming the intervention effect, the effect was confirmed in intervention, maintenance, and generalization. All analysis studies showed high-quality levels. Conclusion : This study confirmed the content and qualitative level of the thesis that applied the single-subject research design among positive behavior support intervention studies for problem behaviors of children with autism spectrum disorders. Positive behavior support intervention, an evidence-based intervention for children with autism spectrum disorders, was confirmed an effective intervention for autism spectrum disorders.

• Journal of the korean academy of Pediatric Dentistry
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• v.38 no.2
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• pp.181-186
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• 2011

Autism is characterized by pervasive impairments in social interaction, verbal and non-verbal communication and restricted and stereotyped behavior. It is difficult for autism patients to receive dental treatment as lack of cooperation, so various behavior management method have been tried for dental treatment in clinic. The patients with mild autism can be managed by conventional behavior modification method and phamaco-logical conscious sedation. But the patients with severe autism and multiple dental caries can be treated by deep sedation or general anesthesia. The benefits of children's dental care in general anesthesia are full-mouth rehabilitation in one single appointment. We reported three cases of autism patients who were treated by various behavior management method as to severity of autism.

• Journal of Institute of Convergence Technology
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• v.1 no.2
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• pp.1-5
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• 2011

It is known that as many as 15-20 in 10,000 children are diagnosed with autistic spectrum disorder. A framework of the treatment system for children with autism using affective computing technologies was proposed by Chung and Yoon. In this paper, a prototype for the framework is proposed. It consists of emotion stimulating module, multi-modal bio-signal sensing module, treatment module using virtual reality, and emotion recognition module. Primitive experiments on emotion recognition show the usefulness of the proposed system.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.4
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• pp.150-160
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• 2018

Objectives: This study investigated the effect of social skills training (SST) on facial emotion recognition and discrimination in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methods: Twenty-three children aged 7 to 10 years participated in our SST. They included 15 children diagnosed with ADHD and 8 with ASD. The participants' parents completed the Korean version of the Child Behavior Checklist (K-CBCL), the ADHD Rating Scale, and Conner's Scale at baseline and post-treatment. The participants completed the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) and the Advanced Test of Attention at baseline and the Penn Emotion Recognition and Discrimination Task at baseline and post-treatment. Results: No significant changes in facial emotion recognition and discrimination occurred in either group before and after SST. However, when controlling for the processing speed of K-WISC and the social subscale of K-CBCL, the ADHD group showed more improvement in total (p=0.049), female (p=0.039), sad (p=0.002), mild (p=0.015), female extreme (p=0.005), male mild (p=0.038), and Caucasian (p=0.004) facial expressions than did the ASD group. Conclusion: SST improved facial expression recognition for children with ADHD more effectively than it did for children with ASD, in whom additional training to help emotion recognition and discrimination is needed.