• 수면정신생리
• /
• 제3권1호
• /
• pp.68-78
• /
• 1996

연구목적 : 각종 질병에서 임상적으로 인지기능평가 및 선별검사로 유용하게 사용되고 있는 정신상태소검사(MMSE)와 간이인지평가척도(BCRS)가 비외상성 피질하 뇌혈관질환 환자에서 인지기능평가에 유용한가를 평가하기 위하여 본 연구를 시도하였다. 연구대상 및 방법 : 1995년 1월 1일부터 9월 30일까지 경희대 한방병원 및 고려대부속병원 신경과에 입원하거나 통원치료중인 비외상성 피질하 뇌혈관 질환 환자 85명과 정상대조군 195명을 대상으로 하였다. 또한 환자군중 65명을 뇌영상 촬영소견에 따라 좌반구손상(21명), 우반구손상(31명), 양반구손상(13명) 환자군으로 나누었다. 이들에게 인지기능은 벤튼신경심리검사(Benton Neuropsycho-logical Assessment : BNA)로, 일상생활기능면은 노인상태에 대한 보호자 측정척도(Geriatric Evaluation by Relative's Rating Instrument : GERRI) 및 도구적 일상생활 활동척도 (Instrumental Activities of Daily Living Scale : IADLs)를 이용하여 평가하였다. 연구결과 : 1) BNA는 좌우지남력과 운동지속성을 제외하고는 모든 하위항목에서 유의한 차이를 보였으나 MMSE 총점수와 하위척도 모두든 환자군과 정상대조군간에 유의한 차이를 보이지 않았다. BCRS는 최근기억과 자신돌봄항목에서만 두 군간에 유의한 차이를 보였다. 2) 편측성에 따른 세군간의 비교에서 BNA는 촉각형태검사(좌측), 손가락위치검사(좌, 우측)에서 세군간 유의한 차이를 보였으나 MMSE나 BCRS에서는 유의한 차이를 보이지 않았다. 3) 일상생활기능과 MMSE, BCRS와의 상관관계에서 정상대조군에서는 MMSE, BCRS의 총점수 및 하위 척도점수가 노인상태에 대한 보호자 측정척도(GERRI)의 인지기능 하위척도점수와만 유의한 상관관계를 갖는 반면, 환자군에서는 노인상태에 대한 보호자 측정척도(GERRI)의 인지기능척도점수 이외에도 사회적 기능척도점수 및 도구적 일상생활 활동척도(IADLs) 점수와도 유의한 상관을 가져 두 군간에 차이를 보였다. 결론 : MMSE와 BCRS는 비외상 피질하 뇌혈관질환 환자에서 인지기능평가나 편측성 구분에 유용하지 않았다. 그러나 이들 검사는 환자군에서 일상생활기능과 같은 기능수준을 반영하고 있음을 보여 주었다.

• 아동학회지
• /
• 제1권
• /
• pp.65-81
• /
• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.