• International Journal of Advanced Culture Technology
• /
• 제12권3호
• /
• pp.309-316
• /
• 2024

Due to rapid socio-economic development and environmental changes, particularly autism spectrum disorder (ASD) in the context of Attention Deficit Hyperactivity Disorder (ADHD) and high-functioning autism, has become a significant social issue. This issue is increasingly recognized from a societal perspective rather than just an individual or family problem. But there remains a lack of information in frontline education. Traditionally, treatment for ASD has been conducted in specialized institutions, or by professional doctors, therapists, and counselors. There are still several challenges such as 1) accessibility to hospitals and transportation for children with ASD, 2) the maturity and competence of therapists, and 3) the lack of appropriate educational content. To solve these problems, we propose a supplementary 3D educational game process for children with high-functioning autism that utilize speech recognition technology and games designed for continuous and repetitive learning. Our proposed game content can be used at home, which incorporates Speech-To-Text (STT) technology and mini-games to help children indirectly experience and learn to handle unexpected real-life situations. With this approach, we will expect that the children can develop social skills and enhance the efficiency of their treatment.

• 대한의생명과학회지
• /
• 제23권4호
• /
• pp.362-371
• /
• 2017

The purpose of this study is to investigate difficulties in using prosodic information to identify the meaning of ambiguous sentences in children with high functioning autism (HFA). Fifteen high functioning autistic children and fifteen children who matched their chronological age (CA) participated in this study. We compared the performance of the two groups by conducting syntactically and affectively ambiguous sentence comprehension (SASC and AASC) tasks. The results of this study show that in both tasks, the difference between the two groups was statistically significant at each condition and the performance of high functioning autistic children was significantly lower. In a correlation analysis of major variables, children who matched CA showed a correlation between prosody-only (PO) and AASC, while children with HFA showed a correlation between PO and MO (morpheme-only). Children with HFA used grammatical morpheme information to understand general sentences. We found that the ability to use prosodic information in children with HFA is significantly lower than that of normally developed children. Considering the relevance of prosody to linguistic, non-linguistic and emotional aspects of communication, improving prosodic perception is thought to be a way to mediate deficits in the comprehension of ambiguous sentences in children with HFA.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제25권4호
• /
• pp.187-195
• /
• 2014

Objectives : The objective of this study was to investigate the relationship between restricted, repetitive behaviors and interests (RRBI) and autistic symptoms in Korean high functioning autism spectrum disorder (ASD) children and to examine the structure of RRBI. Methods : Participants included 147 high functioning ASD subjects and 181 unaffected siblings. ASD subjects were divided into two groups based on the presence of RRBI. The domain scores of the Korean version of Autism Diagnostic Interview-Revised (K-ADI-R), Korean version of Asperger Syndrome Diagnostic Scale and total scores of Korean translated version of Social Responsiveness Scale, Korean version of Social Communication Scale were used for comparison of ASD symptoms between the groups. Eleven items from the RRBI domain of the K-ADI-R were used in principal axis factor analysis (PAF). Results : A statistically lower nonverbal IQ score was observed for ASD with RRBI than for ASD without RRBIs, and more social deficit, communication deficit, and behavioral and emotional problems were observed for ASD with RRBI compared to ASD without RRBI. Using PAF, two distinct factors were identified. 'Resistance to trivial changes in environment', 'Difficulty with minor changes in personal routine & environment', and 'Compulsion/ritual' were included as one factor. Conclusion : Analysis of the data suggests that the presence of RRBI in high functioning ASD is associated with a more severe presentation of autistic disorder. In addition, there appears to be heterogeneity within RRBI in autism except insistence on sameness.

• 말소리와 음성과학
• /
• 제8권2호
• /
• pp.65-71
• /
• 2016

The purpose of this study is to examine the prosodic pattern of the children with high functioning autism spectrum disorder(HFASD) according to sentence type. The participants were 18 children aged from 7 - 9 years; 9 children with HFASD and 9 typical development children(TD) of the same chronological age with HFASD children. Sentence reading tasks were conducted in this study. Seven interrogative sentences and 7 declarative sentences were presented to the participants and were asked to read the sentences three times. Mean values of F0, F0 range, intensity, speech rate and pitch contour were measured for each sentence. The results showed that for F0 range, significant main effect and interaction effect were observed in the subject group and sentence type. There were significant differences in intensity, mean F0, speech rate, pitch contour across sentence types. The results of this study indicated that HFASD showed no difference in intonation across sentence types. Speakers' intention may have a negative effect on pragmatic aspects. These results suggest that the assessment and intervention of prosody be important for HFASD.

• 수산해양교육연구
• /
• 제18권2호
• /
• pp.122-136
• /
• 2006

The purpose of this study is to explore the features and features of causes of communicative deficits in high-functioning autistic children in order to intervene educational programs. When communicating with others, high-functioning autistic children have difficulties in the aspects of syntax and semantics, especially pragmatics. These causes of communicative deficits of high-functioning autistic children can be explained respectively by theory of mind, executive function, and central coherence theory. According to theory of mind, qualitative impairment of interaction and communication accounts for communicative deficits. Executive function argues that communicative deficits of high-functioning autistic children be caused by limited concern. Central coherence theory suggests that communicative deficits be caused by the inappropriate integration of cues. Considering these causes of communicative deficits in high-functioning autistic children, we proposed educational strategies order to intervene educational programs.

• 한국융합학회논문지
• /
• 제8권7호
• /
• pp.341-348
• /
• 2017

본 연구는 K-WISC-IV 프로파일을 통해 고기능 자폐 스펙트럼 장애(ASD) 아동의 인지적인 특성을 확인하여 고기능 ASD 아동의 진단에 도움을 주며, 임상 및 교육 장면에서 효과적인 개입을 위한 정보를 제공하는데 목적이 있다. 이에 6~16세의 고기능 ASD 아동 90명을 대상으로 K-WISC-IV의 전체 IQ, 지표 점수와 소검사 환산점수의 평균을 살펴보았으며, 이와 같은 점수들이 규준 집단과 차이가 있는지 확인하고자 단일 집단 t 검정을 시행하였다. 그 결과 처리속도 지표, 작업기억 지표에서 고기능 ASD아동이 규준 집단에 비해 유의하게 낮은 점수를 얻었고, 소검사 수준에서는 이해, 공통그림찾기, 빠진 곳찾기, 순차연결, 산수, 동형찾기, 기호쓰기에서 유의미하게 부진한 수행을 보였다. 다시 말해, K-WISC-IV 프로파일을 통해 고기능 ASD 아동들이 처리 속도가 느리고 사회적 판단력이 부족하며 비언어적인 자극을 빠르게 포착하거나 시각 자극의 핵심적 측면을 파악하는 것이 어렵다는 특성을 알 수 있었다.

• 대한통합의학회지
• /
• 제4권3호
• /
• pp.69-79
• /
• 2016

PURPOSE : The purpose of the this study was to build an understanding of school violence experiences among students with high functioning autism spectrum disorders(HF-ASD) in inclusive education environment and provide basic data to prevent and intervene it. METHOD : Sixteen mothers having a son with HF-ASD were interviewed in-depth and shared their son's experiences. The qualitative research method are used in the collection and analysis of data. RESULT : As a result of this research, 4 categories, 11 sub-categories and 80 concepts are identified. 4 categories are as follows: characteristics of school violence experience, results of school violence experience, the context of school violence occurs, and coping to school violence. CONCLUSION : The result of this study should have a microscopic viewpoint of their suffering and help to identify the needs for school violence prevention and support. It is also to be utilized as a successful coping strategies for HF-ASD and their parent education.

• 대한감각통합치료학회지
• /
• 제21권3호
• /
• pp.65-78
• /
• 2023

목적 : 본 연구에서는 체계적 문헌 고찰을 통하여 국내 자폐스펙트럼장애 아동의 보호자를 대상으로 실시한 가족 중심 중재의 효과를 알아보고자 하였다. 연구방법 : 문헌검색은 2011년부터 2021년 사이의 문헌을 RISS, KISS, DBpia를 통하여 검색하였다. 검색어는 '자폐스펙트럼' OR '전반적발달장애' OR '고기능 자폐' OR '아스퍼거' AND '부모 교육' OR '가족중심중재' OR '부모코칭' OR '부모훈련' OR '가족참여' 등을 적용하였다. 선정 기준에 따라 최종적으로 11편의 실험연구를 선정하였다. 결과 : 연구 참가자의 일반적 특성, 중재 전략 및 효과, 중재 프로토콜을 확인한 결과, 연구대상은 영유아기 자폐스펙트럼장애 아동이 가장 많았고, 가족 중심 중재에 어머니들이 주로 참여하였다. 가족 중심 중재의 효과는 아동과 부모에게서 모두 나타났으며, 아동에게서는 상호작용 및 의사소통에 대한 효과가 가장 높은 비중을 차지하였고, 부모에게서는 양육 스트레스 감소 및 양육효능감 향상을 보였다. 중재 전략은 감각통합 중재, 반응적 의사소통 및 상호작용 중심 중재가 가장 많았고, 발달 중심 중재, 긍정적 행동 지원 중재(Positive Behavioral Supports; PBS), 중심축 반응 훈련(Pivotal Response Training; PRT)순으로 나타났다. 결론 : 본 연구의 결과를 통해 가족 중심 중재는 자폐스펙트럼장애 아동의 기능뿐만 아니라 부모의 양육 스트레스 및 양육효능감에 효과가 있음이 확인되었으며 임상 활용의 근거를 제시하였다는 점에서 의의가 있다.

• 감성과학
• /
• 제26권3호
• /
• pp.115-128
• /
• 2023

본 연구는 고기능 자폐 스펙트럼 장애아동을 대상으로 App-기반 청자 대화기술 훈련프로그램의 효과를 검증하고자 하였다. 연구대상은 26명의 자폐 스펙트럼 장애, 아스퍼거 증후군, 전반적 발달장애로 진단된 초등학생으로, 연령과 IQ, SCQ, ASSQ 점수를 사용하여 중재 집단과 통제 집단으로 짝지어 분배하였다. 중재 집단은 9주 동안 교사와의 비대면 학습을 주 1회 실시하고, 가정에서도 부모 또는 아동이 앱(App)을 활용하여 대화훈련을 실시하였다. 통제집단은 다른 특별한 프로그램에 참여하지 않았다. 그리고 훈련 전과 후에 평가자와 아동 간의 1:1 대화를 수행하여 대화 자료를 수집하고, 대화차례 주고받기와 주제 운용능력의 변화를 비교하였다. 연구 결과, 중재 집단에서 본 연구에서 개발한 청자 반응 대화훈련 프로그램의 긍정적 효과가 발견되었다. 구체적으로, 중재 집단은 청자 조건에서 적절한 청자 언어 반응이 유지되었고, 통제 집단은 적절한 청자 언어 반응이 감소하였다. 그리고 화자 조건의 대화 차례 주고받기에서는 개시율과 유지율이 증가하고, 주제 운용능력에서는 적절한 주제 개시율이 증가하고, 부적절한 주제 개시율은 감소하였다. 논의에서는 청자 반응 대화훈련 프로그램이 고기능 자폐 스펙트럼 장애아동의 대화 양상변화에 미치는 효과를 중점적으로 논의하였다.

• 로봇학회논문지
• /
• 제10권2호
• /
• pp.61-69
• /
• 2015

In this paper, we propose and examine the feasibility of the robot-assisted behavioral intervention system so as to strengthen positive response of the children with autism spectrum disorder (ASD) for learning social skills. Based on well-known behavioral treatment protocols, the robot offers therapeutic training elements of eye contact and emotion reading respectively in child-robot interaction, and it subsequently accomplishes pre-allocated meaningful acts by estimating the level of children's reactivity from reliable recognition modules, as a coping strategy. Furthermore, for the purpose of labor saving and attracting children's interest, we implemented the robotic stimulation configuration with semi-autonomous actions capable of inducing intimacy and tension to children in instructional trials. From these configurations, by evaluating the ability of recognizing human activity as well as by showing improved reactivity for social training, we verified that the proposed system has some positive effects on social development, targeted for preschoolers who have a high functioning level.