The Journal of Korean Academy of Sensory Integration
/
v.12
no.1
/
pp.25-38
/
2014
Objective : This study was conducted to determine effects of school-based occupational therapy through a systematic review Methods : We systematically reviewed studies published in PubMed and Ovid from 2000 to June 2014 using keyword 'school' or 'children' and 'occupational therapy'. Fourteen studies were selected. The level of evidence, participants, assessment, intervention area, method and effects were analyzed by reviewing full text. Results : The most group and age of participants were normal child with fine motor difficulties and 6~8 years old in selected studies. The most target area of intervention was handwriting, fine motor and visuo-motor integration (68.8%) and the most method was direct treatment (71.4%). The top on the assessment was Beery-Buktenica Test of Visual-Motor Integration (14.9%) and next was Bruininks-Oseretsky Test of Motor Proficiency (11.1%). Effects of school based occupational therapy were founded in the visual motor integration, learning skill, level of participation, fine motor, play and behavioral problem. Conclusion : This systematic review provides evidence concerning the participants, intervention, assessment and effects of school based occupational therapy. It should be used for basic data for the research and practice of school-based occupational therapy.
Kim, YunHa;Kim, Eunyeon;Jang, Seoung-Jin;Choi, Yaelin
Phonetics and Speech Sciences
/
v.6
no.2
/
pp.73-79
/
2014
Alveolar fricative sounds /s/ and /s'/ are learned last for normal children in the speech development process for Koreans. These are especially difficult to articulate for hearing-impaired children often causing articulation errors. The acoustic phonetic evaluation uses testing tools to provide indirect and object information. These objective resources can be compared with standardized resources on speech when interpreting the results of a test. However, most previous studies in Korea did not consider acoustic studies that used the spectrum moment values of hearing-impaired children. Therefore, this study was conducted to compare the characteristics of hearing-impaired children's pronunciation of fricative sounds using spectrum moment values. For this purpose, the study selected a total of 10 hearing-impaired children (5 boys and 5 girls) currently in 3rd or 5th grade and attending one of the elementary schools in Seoul or Gyeonggi-do. For the selection process, their age, type of hearing aid, implantation of hearing aid (CI) before two years of age, hearing capacity (dB) before and after wearing the hearing aid, duration of speech rehabilitation, and time of learning alveolar fricative sounds were all considered. Also, 10 normal children (5 boys and 5 girls) were selected among 3rd or 5th grade students attending one of the elementary schools in Seoul or Gyeonggi-do. The subjects were asked to read the carrier sentence, "I say _______," including a list of 12 meaningless syllables composed of CV and VCV syllables, including alveolar fricative sounds /s/ and /s'/ and vowels /a/, /i/, and /u/. The recorded resources were processed through the Time-frequency Analysis Software Program to measure M1 (mean), M2 (variance), M3 (skewness), and M4 (kurtosis) of the fricative noise. No significant differences were found when comparing spectrum threshold values in the acoustic phonetic characteristics of hearing-impaired children and normal children in alveolar fricative sound pronunciation according to vowels /a/, /i/, and /u/, alveolar fricative sounds /s/ and /s'/, and syllable structure (CV, VCV) other than, for M3 in the comparison of groups according to disability. In the comparison of syllable structures, there were statistically significant differences in M1, M2, M3, and M4 with clinical significance. However, there was no significant difference in results when comparing the alveolar fricative sounds according to the vowels.
Objective : Aphasia interferes with communication between the patient and conversation partner. Adequate communication is essential not only for the patient but also for caregiver education and training Method : This study examined the benefits of parental education and group training in terms of improving the communication of six aphasic patients and their caregivers(family members). Caregiver education provided caregivers with information on stroke and aphasia, and group training was conducted according to the experimental learning cycle. Result : As a result, communication increased in terms of sending and receiving messages or interactive communication. Furthermore, the questionnaire analysis showed that caregivers learned more about aphasia and had confidence in using facilitation strategies. Conclusion : Giving educational opportunities to patients and caregivers promotes caregiver's knowledge and positively interacts.
Introduction : Oral motor function is basic function of sensory exploration, feeding, and communication, that develops from the fetal stage to childhood. Problems with oral motor function result in difficulty within handling food in the oral cavity, decreased swallowing and feeding skills, difficulty with communication, and problems with oral hygiene. To treat these symptoms, oral motor therapy is provided for normalizing sensory adaptation in the oral cavity, and increasing postural control, oral movement and oral motor function. Discussion : The oral motor facilitation technique (OMFT) was developed for increasing general and integrated oral motor function based on the following: 1) understanding orofacial muscular physiology; 2) a comprehensive approach to sensory·adaptation·behavior·cognition; 3) sensorimotor stimulation by a manual approach; 4) motor control and motor learning theory. The OMFT is a new evidence-based treatment protocol, for children and adults with neuromuscular and oral motor problems. Conclusion : The goal of this article is to provide a theoretical background for OMFT development and the basic concept for the clinical application of OMFT. We hope that this article will help oral motor therapy experts to provide effective therapy in a more professional way.
Introduction : OMFT is a therapeutic technique based on sensorimotor, motor control and motor learning, and its major goal is to improve oral motor function. The oral motor conceptual hierarchical development is divided into 5 steps: 1) sensorimotor, 2) movement integration, 3) structural movement, 4) functional oral motor, and 5) comprehensive oral motor. Discussion : The OMFT consists of 3 techniques, 10 categories, and 50 sub-item. 1) Warming up technique: 2 categories, 12 sub-item, warming up by sensory awareness and adaptation, therapy situation adaptation, neck movement; 2) Key point technique: 7 categories, 30 sub-item, oral motor facilitation and increasing chewing skill by direct stroke of oral structures such as the face, lips, cheeks, gum, jaws, and tongue; 3) Application technique: 1 category, 8 sub-item, facilitate food intake and swallowing. Conclusion : The goal of this article is to introduce 3 techniques, 50 sub-item of OMFT, as a comprehensive oral motor therapy method, for application to clients. This article provides information that will help oral motor specialists in treating clients with oral motor problems more effectively and professionally.
Journal of Korea Entertainment Industry Association
/
v.13
no.6
/
pp.187-202
/
2019
The main goal of this study is to investigate influence of trust in physical education (PE) teachers and immersion experience in PE classes on attitude and satisfaction during PE classes. Total 863 middle school students in Gwang-ju metropolitan area were recruited by utilizing a convenience sampling method. All data were analyzed by using SPSS statistic program ver. 25.0 (frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, multiple regression analysis). Alpha was set at 0.05. The results of this study is summarized as in the following. First, all sub-factors of trust in the PE teachers partially positively or negatively influence sub-factors of attitude during PE classes. Second, sub-factors of satisfaction during PE classes were partially positively affected to trust in the PE teachers. Third, Attitude during PE Classes were found to have partial positive influence on immersion experience in PE classes. Fourth, sub-factors of immersion experience in PE classes have partial positive effect on the sub-factors of satisfaction during PE classes. Thus, in order to the positive attitude and greater satisfaction during PE classes, it is important to establish the trust of PE teachers through maintaining interaction with students, constructing better systemic class, and creating the class conditions based on considering students' ability. In addition, in order to enhance immersion experiences of students during PE classes, it is necessary to set up learning goals and tasks based on ability of students, to study various teaching method, and to make only focusing on the performance based PE classes without grading.
Objective : This study assessed ChatGPT, an artificial intelligence system based on a large language model, for its ability to pass the National Korean Occupational Therapy Licensure Examination (NKOTLE). Methods : Using NKOTLE questions from 2018 to 2022, provided by the Korea Health and Medical Personnel Examination Institute, this study employed English prompts to determine the accuracy of ChatGPT in providing correct answers. Two researchers independently conducted the entire process, and the average accuracy of both researchers was used to determine whether ChatGPT passed over the 5-year period. The degree of agreement between ChatGPT answers of the two researchers was assessed. Results : ChatGPT passed the 2020 examination but failed to pass the other 4 years' examination. Specifically, its accuracy in questions related to medical regulations ranged from 25% to 57%, whereas its accuracy in other questions exceeded 60%. ChatGPT exhibited a strong agreement between researchers, except for medical regulation questions, and this agreement was significantly correlated with accuracy. Conclusion : There are still limitations to the application of ChatGPT to answer questions influenced by language or culture. Future studies should explore its potential as an educational tool for students majoring in occupational therapy through optimized prompts and continuous learning from the data.
This study was designed to develop a conceptual framework for the curriculum and develop the details of the learning content for the education of Community Health Practitioners (CHPs). Since education programs for CHPs started 10 years ago, concepts related to CHP services have changed because of changes in society. The objectives of the study were as follows : 1) to analyse the usefulness of the present education program for CHPs, 2) to analyse the Job performance and self -confidence of the CHPs, 3) to identify the health needs of the clients served by the CHPs and the community problems related to health. 4) to develop a conceptual framework for the curriculum, for the education of CHPs, 5) to develops details for the learning content of the education program for CHPs. Phase I of the study was conducted by questionnaires to 150 CHPs who have worked in remote rural areas for more than 2 years. Among them, 147 responded. Data was collected from August 16, to August 25, 1990. In order to identify the health needs of the community people, research within the last five years was reviewed and analyzed. The data on 1, 842 communities gathered by the WHO Nursing Collaborations Center of the College of Nursing, Yonsei University was utilized to identify community problems related to health and the self - confidence in job performance of the CHPs. Psase II of the study consisted of a workshop with 13 professionals including Community Health Practitioners to evaluate the existing education program and a conceptual framework of the curriculum for the job education of CHPs. The results of the study are Summariged below : 1. The only 26 among 45 content items of the education program related to job skills was used by 80% of the responding CHPs. The knowledge of $\ulcorner$Networking community organization$\lrcorner$ was used by only 53.7% of the respondents. Educational content about $\ulcorner$Mental disease$\lrcorner$ was used by less than 50% of CHPs because of a knowledge deficit. 2. The CHPs reported that their activities concentrated on clinical services during the last six months. The survey showed that they seemed to neglect the activities for health promotion and disease prevention. Thus, $\ulcorner$Education for community loaders$\lrcorner$(15.9%), $\ulcorner$Activity for eavironmental health$\lrcorner$(16.3%) and $\ulcorner$Social work for needey people$\lrcorner$(23.3%) were done by less than 30% of CHPs. 3. More than 90% of CHPs reported being self - confident for the activities of $\ulcorner$Health education and counselling$\lrcorner$, $\ulcorner$Medicine prescription$\lrcorner$ and $\ulcorner$Immunization$\lrcorner$. But 50% of CHPs reported that they were not have self - confident in $\ulcorner$Management of water and environmental health$\lrcorner$ and only 25.6% of CHPs could insert an IUD independently. 4. It was identified that respiratory diseases and the gastrointestinal diseases were most common problems for the community people, followed by musculoskeletal and skin problems. 5. The community problems were classified into eight categories : physical environmental problems, environmental hygiene, health problems, health behavior, social problem, lack of resources, financial problem and the problems of the cultural and value system. 6. The conceptual framework consisted of the target population and their health status, nursing process working site and primary health care services such as health promotion, disease prevention, treatment and rehabilitation. 7. The contents of curriculum of education program for CHPs were formulated from the results of this study.
The Journal of Korean Academy of Sensory Integration
/
v.17
no.3
/
pp.26-45
/
2019
Objective : The purpose of this study is to develop educational goals, training content, and training methods for the intervention course of the Korean Academy of Sensory Integration (KASI) and to conduct competency-based intervention courses based on the competency model for sensory integration intervention. Methods : This study was conducted on work therapists who participated in the 2019 intervention course of KASI. In the first phase, educational needs were analyzed to set goals for the interventional course. In the second phase, a meeting of researchers drafted the intervention course education program and the methods of education, and the intervention course was conducted. In the third phase, the changes in educational satisfaction and performance level pre- and post-intervention course for each competency index were investigated. Results : The educational goals of "learning and applying the clinical reasoning process of sensory integration intervention" and "intervention by applying the principle of sensory integration intervention" were set after reflecting on the results of the analysis of the educational requirements. The length of the competency-based intervention course was 42 hours. The average education satisfaction level of participants in the arbitration process was 4.48±0.73, and the average education satisfaction level of the supervisor was 3.92±0.71. In both groups, the most satisfying curriculums were the data-driven decision-making process and the intervention goal-setting lecture. But the satisfaction level of was the lowest. Before and after the intervention course, there were significant changes in the performance of the two behavioral indicators of the analytic skills in the expertise competency cluster of the competency model. Conclusion : This study is meaningful in that it conducted a survey of educational needs, the development and implementation of an educational curriculum, and an education satisfaction survey through systematic courses necessary for education development.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.