• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.279-287
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• 2002

These days, school education is making every possible effort to bring up a human able to opposed creatively to 21 century social, because of society is global and informational step by step. For this, the special activity in the seventh curriculum is expended and reorganized from three areas to five areas. On the other hand, the special activity is pushed ahead with the developmental activity in consideration of student's ability and aptitude. However, the teachers are difficult to organize of the developmental activity in based on student's ability and aptitude. Because of developmental activity is organized in the beginning of a term, not only the teachers are fallen to realize student's ability and aptitude but also students ignore ability and aptitude themselves. Therefore this paper designs a program based on MI(Multiple Intelligence) theory to compose developmental activity effectively. Up to now, MI is introduced nine kinds of intelligence, Linguistic Intelligence, Logical-Mathematical Intelligence, Musical Intelligence, Spatial Intelligence, Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Naturalist Intelligence, and Existentialist intelligence. this paper designs the K-MIDAS test[1] based on seven kinds of intelligence areas and implements developmental activity program suit to student's ability and aptitude based on the MI test result.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.213-236
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• 2014

This study is aimed at enhancing the prosocial behaviors and the positive peer play interaction of young children with developmental delays. Three children with developmental delays and three students without developmental delays who were 4-year-old students in an inclusive classroom were selected. Their homeroom teacher carried out the program with a small group of 6 children totaling 21 sessions over 3 months. The major results of this study were as follows: First, the result of both the observer and the parents' test after the program showed that the small group made positive changes on prosocial behaviors. In addition the frequency of target behaviors increased during the intervention. Second, the result of both the observer and the parents' test after the program showed that positive peer play interaction increased in the small group. Moreover the negative peer play interaction such as play disturbance and play isolation decreased. In conclusion, the thematic fantasy play program is useful for an inclusive classroom, and can be a concrete method to support inclusive education and childcare.

• Therapeutic Science for Rehabilitation
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• v.11 no.3
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• pp.81-92
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• 2022

Objectives : This study aimed to investigate the effect of beat-keeping games in smartphone applications on improving executive functions in children with developmental delays. Methods : Three children diagnosed with developmental delay were included in this study. The ABA design used a single-subject experimental research design. The independent variable was the beat-keeping game. The game was held three times a week for a total of seven times for 20 minutes, including breaks. The dependent variable, "Visual-motor speed," was measured every session to assess if the beat-keeping game was effective in improving the participant's executive function. Further, before and after the intervention, "Children's Color Trails Test (CCTT)", "Block design," and "Finding hidden picture" were measured. Results : All three participants showed improvement in the performance of the beat-keeping game and the executive functions of "Visual-motor speed" and visual attention. Conclusions : Based on the results of this study, various effective applications for learning and intervention can be developed and applied to children with developmental delays who have difficulty in motivating themselves and lack attention.

• Korean Journal of Child Studies
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• v.2
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• pp.1-16
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• 1981

This study had two purposes. First, to examine the stages and developmental order of object permanence based on Piaget's theory. Second, to assess the effects of delay, attentiveness, and direction of gaze. Two experiments were conducted to examine the object permanence development in infants. The subjects for the 2 experiments were randomly drawn from a well-baby clinic. The subjects for Experiment 1 were 72 infants, 12 each in 6 age levels : 6, 9, 12, 15, 18, and 21 months old. Experiment 1 was designed to examine the stages and developmental order of object concept development, ana infants received 5 tasks as follows : (1) finding an object partially hidden under one box (2) finding an object completely hidden under one box (3) finding an object after successive visible displacements (4) finding an object after one invisible displacement (5) finding an object after successive invisible displacements. The subjects for Experiment 2 were 24 9-month-olds. Experiment 2 was designed to assess the effects of delay, attentiveness, and direction of gaze for Stage IV of object concept development. Subjects were equally assigned into one of two delay groups: 0-sec delay and 3-sec delay. Attentiveness was rated in terms of a three-point scale, and then divided into high and low attentive groups. Direction of gaze was judged into two directions. In two experiments, infants received three trials of task, and received a score of 0, 1, 2 for each trials. Data were analyzed by ANOVA, Tukey test, and t-test for task performance, and direction of gaze was analyzed by chi-square. The results obtained from two experiments were as follows : 1. In object permanence test, subjects obtained significantly higher scores with age, and 6, 9, 12, 18 months were classified into different developmental stages. 2. In object permanence development, subjects received significantly different scores with task and a developmental order of tasks was found. First of all, infants mastered finding an object partially hidden under one box, and then mastered finding an object completely hidden under one box. Contrary to Piagetian theory, in this study, the development of finding an object after successive visible displacements and finding an object after one invisible displacement were sometimes reversed. Finally, finding an object after successive invisible displacements was mastered, and the concept of object permanence was completed. 3. In Stage IV of object concept development, a 3-sec delay did not significantly affect the performance of tasks. The O-sec delay group didn't perform significantly better than the 3-sec delay group. 4. In Stage IV of object concept development, attentiveness of infants significantly affected the performance of task. So the highly attentive infants obtained better performance scores than the low attentive infants. 5. In Stage IV of object concept development, direction of gaze significantly affected the performance of task. That is, infants who gazed at the box which contained the object showed a higher rate of success than infants who gazed at the box which had already displaced the object.

• Journal of Korean Academy of Nursing
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• v.30 no.5
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• pp.1133-1144
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• 2000

This study was conducted to evaluate the effects of the program for the autistic children which was designed to promote mother-child attachment. The subjects of this study were consisted of 11 pairs of mother and child( 7 for participant group:PG, 4 for non-participant group: NPG), who were diagnosed as Pervasive Developmental Disorder. The intervention was consisted with play activity centered mother-child interaction, educational activity for mothers, lecture, video-feedback, and supports. The main data were collected by video-taping and analyzed by Wilcoxon Rank Sign Test, and Content Analysis. The results obtained were as follows, 1. Before the program, there were no significant group differences on the children's and the mother's characteristics. After the program, total score on the attachment of PG was higher than that of NPG, but not significant. Only proximity-seeking behaviors and contact-maintaining behaviors were higher significantly(p<.05). Then the characteristics on contact- maintaining behaviors of PG were lasting longer and reciprocal than those of NPG. 2. After the program, the score on mother's nurturing behavior of PG was significantly more increased. The mother's behaviors to her child of PG became more child- centered, positively responsive, expressive supportively. But there were pretty big individual difference. It can be concluded that Mother-child Attachment Promotion Program is effective. Thus it can be recommended to be a early intervention model for autistic children.

• Journal of the Korean Society of Physical Medicine
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• v.11 no.2
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• pp.103-114
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• 2016

PURPOSE: The purpose of this study was first to develop a Korean version of pediatric functional muscle testing for children with a motor developmental disorder who have a communication problem and who are aged below five years, and also to verify the content validity. METHODS: First, the preliminary study was conducted to verify the reliability of pediatric functional muscle testing, developed by Venita in Korea. Based on the results of the study, the primary evaluation items were selected and modified. Second, the first test of content validity was conducted through a panel discussion, and a second investigation of content validity was carried out by utilizing the Item Content Validity Index (I-CVI). In this study, we selected only 0.78 or more items from I-CVI. RESULTS: Based on the results of the preliminary study, 19 primary evaluation items were selected. Based on the results of the first and second content validity tests, 15 tertiary evaluation items for the Korean version of pediatric functional muscle testing were determined. CONCLUSION: This study developed a new Korean version of pediatric functional muscle testing and suggested that it will be a useful tool to measure muscle strength for Korean children with a motor developmental disorder and a communication problem, aged below five years.

• Korean Journal of Childcare and Education
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• v.16 no.3
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• pp.79-98
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• 2020

Objective: The purpose of this study was to examine children's disclosure to parents in different domains of their daily activities. Methods: The participants were 340 children(100 kindergarteners, 120 3rd graders and 120 6th graders in elementary school) and their mothers in Seoul and Gangwon-do, Korea. The data was analyzed with one-way ANOVA, paired t-test, and MANOVA. Results: First, 3rd graders and 6th graders experienced more daily activities than kindergarteners in most domains. Second, 3rd graders disclosed more than kindergarteners and 6th graders in most domains. The response of mothers with 3rd graders was most similar to their children's response about children's disclosure to parents. Third, the reasons for nondisclosure of children were different according to domains. The reasons for nondisclosure of children that mothers perceived were different from those of their children, especially in the school(institute)-related domain. Conclusion/Implications: The results of this study indicated that the aspects of children's disclosure to parents were different according to domains of their daily activities based on developmental stages. Mothers perceived their children's disclosure differently compared to their children. The results suggest that it is necessary to approach children's disclosure to parents based on domains of daily activities and developmental stages.

• The Journal of Korean Physical Therapy
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• v.32 no.1
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• pp.44-51
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• 2020

Purpose: This study translated the developmental coordination disorder questionnaire'07 (DCDQ'07) into Korean and investigated the psychometric properties of the Korean DCDQ (DCDQ-K) using validation processes. Methods: The subjects were 300 parents with typically developing children aged 5-15 years (162 girls and 138 boys, mean age 9.24 years, SD 2.59) across the country. To develop the Korean DCDQ, a forward-backward-original author feedback-panel meeting-pilot study with parents was done. The internal consistency, test-retest reliability performed two weeks apart, content validity, discriminative validity, convergent validity, and constructive validity were examined with the pre-version of the DCDQ-K. Results: Approximately 15.33% of the subjects were probably shown DCD using DCDQ-K. Significant differences in age and province were observed in the DCDQ-K total score. The reliabilities and validities were good in the DCDQ-K. Conclusion: The DCDQ-K is a reasonable screening tool for DCD children.

• The Journal of Korean Medicine
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• v.36 no.2
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• pp.50-55
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• 2015

Infants with tuberous sclerosis complex (TSC) have a higher chance of experiencing seizures before the age of 1 year; in particular, they commonly accompany infantile spasms. In cases where infantile spasms resulting from TSC are drug-resistant, more severe neuro-developmental and cognitive impairments occur. This particular case dealt with an infant with TSC who continued to experience partial seizures and infantile spasms despite using two different kinds of antiepileptic drugs (AEDs). His spasms ceased on the seventh day of taking modified Yukmijihwang-tang (YMJ), at which point he stopped the use of all AEDs. He became seizure-free after a month of the treatment and modified hypsarrythmia was found to have been resolved in the electroencephalogram test. Until now, the infant has been taking YMJ for 16 months and is maintaining the seizure-free state without side effects. Moreover, his developmental status is continually improving, with a significant progress in language and cognitive-adaptive abilities. Such results suggest that YMJ can serve as an alternative treatment option for refractory epilepsy.

• Clinical and Experimental Pediatrics
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• v.63 no.6
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• pp.195-202
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• 2020

Developments in next-generation sequencing (NGS) techogies have assisted in clarifying the diagnosis and treatment of developmental delay/intellectual disability (DD/ID) via molecular genetic testing. Advances in DNA sequencing technology have not only allowed the evolution of targeted panels but also, and more currently enabled genome-wide analyses to progress from research era to clinical practice. Broad acceptance of accuracy-guided targeted gene panel, whole-exome sequencing (WES), and whole-genome sequencing (WGS) for DD/ID need prospective analyses of the increasing cost-effectiveness versus conventional genetic testing. Choosing the appropriate sequencing method requires individual planning. Data are required to guide best-practice recommendations for genomic testing, regarding various clinical phenotypes in an etiologic approach. Targeted panel testing may be recommended as a firsttier testing approach for children with DD/ID. Family-based trio testing by WES/WGS can be used as a second test for DD/ID in undiagnosed children who previously tested negative on a targeted panel. The role of NGS in molecular diagnostics, treatment, prediction of prognosis will continue to increase further in the coming years. Given the rapid pace of changes in the past 10 years, all medical providers should be aware of the changes in the transformative genetics field.