• Clinical and Experimental Pediatrics
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• v.60 no.10
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• pp.312-319
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• 2017

Purpose: To evaluate the usefulness of the Korean Developmental Screening Test (K-DST) for infants and children for developmental delay assessment. Methods: This study was based on retrospective studies of the results of the K-DST, Preschool Receptive-Expressive Language Scale (PRES), Sequenced Language Scale for Infants (SELSI), Childhood Autism Rating Scale (CARS), Modified Checklist for Autism in Toddlers (M-CHAT), electroencephalography, magnetic resonance imaging, and extensive tests conducted in 209 of 1,403 patients, of whom 758 underwent the K-DST at the Korea University Guro Hospital between January 2015 and December 2016 and 645 were referred from local clinics between January 2015 and June 2016. Results: Based on the K-DST results, the male children significantly more frequently required further or follow-up examination than the female children in most test sections, except for gross motor. The male children had notably lower mean scores than the female children. The PRES/SELSI results showed that when more further or follow-up evaluations were required in the K-DST communication section, significantly more problems in language delay or disorder emerged. When further or follow-up evaluation was required in the cognitive section in the CARS/M-CHAT, the possibility of autism increased significantly. A child tended to score low in the CARS test and show autism when further or follow-up evaluation was recommended in the K-DST. Conclusion: This study demonstrated the usefulness of the K-DST as a screening test early in the development of infants and children in Korea. Data of normal control groups should be examined to determine the accuracy of this investigation.

• Journal of Digital Convergence
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• v.12 no.4
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• pp.21-32
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• 2014

Recently, the number of Koreans who use smartphones has increased drastically; many use smartphones to learn English. In this study, one hundred Korean adult ELT (English language teaching) learners were surveyed to investigate their use of smartphones and factors influencing such use. For comparison, sixty-two students of a Korean cyber university were surveyed; these students were able to study using their smartphones in a smart campus environment. The research results showed that both groups positively used smartphones frequently, and that many intended to continue using them. With regard to ELT, both groups intended to learn English using their smartphones. Furthermore, they preferred certain types of ELT content: thirty-minute or less learning sessions, receptive English skills that focused on listening and reading, and short units of framed language items such as pronunciation and vocabulary. However, few of the respondents in both groups installed ELT apps on their smartphones, and few of the ELT apps satisfied them. The cyber university students responded similarly about smartphone use, although their responses regarding smartphone use for ELT purposes were less positive. These results indicate that the goal of cyber universities in achieving optimum learning outcomes through smart learning and the smart campus has not yet been realized.

• Korean Journal of Culture and Social Issue
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• v.19 no.3
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• pp.343-365
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• 2013

This study examined the effects of various individual differences on children's memory of a stressful experience. The participants for the current study were children (N=85) aged 4-9 years those who experienced a naturally occurring stressful experience from a dental procedure. There was overall negative relation between the level of stress and children's memory performance. However, more interestingly, the results of this study provided some further evidence that several cognitive (i.e., receptive language ability and working memory capacity) and emotional (i.e., children's general anxiety condition, children's self-report of pain and anxiety about the event) individual difference factors were associated with variations in children's remembering across ages. The results suggest that the relation between stress and children's memory might be impacted in part by children's various individual characteristics. Furthermore, the findings are discussed in the applied context that based on the results clinical and legal professionals can tailor interviews to best meet children's needs and capabilities, and create developmentally and individually sensitive guidelines for interviewing children in the legal system.

• (The) Research of the performance art and culture
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• no.23
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• pp.245-280
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• 2011

One of the major streams of modern play in Korea is the work of introducing Korea's traditional ritual-'gut' into a play. Such work, together with the stream of diversification of culture, has brought about the tendency to induce 'gut' into a play in a creative way. The research on ritual plays in Korea has been done in the direction of studying the ritual plays in the West centering on the work of theoretically inquiring into histrionic features inhering in 'gut' as a ritual. This research made an analysis of the receptive aspect of rituals and histrionic characteristics presented in Korea plays through "Sanssikgim" and "Ogu" on the basis of the theory of ritual plays established by Artaud. In an effort to understand the receptive aspect of rituals, this research analyzed what forms these Korean works are borrowing from "Ssikgim gut" and "Ogu gut" while analyzing these works differently from the viewpoint of Artaud regarding characteristics of ritual plays. Accordingly, this research made an analysis of the structure and characteristic of "gut" with the aim of understanding in what form "gut" is absorbed into Korean plays by looking at the theatric receptive forms of "gut." The ritual plays in Korea originated in "gut." Likewise, the theater of cruelty by Artaud was greatly influenced by the belly dance stemming from "mudang-gut" in Asia. Accordingly, there is considerably exposed something in common between the ritual play in Korea and Artaud's theater of cruelty. "Gut" in Korea, or ritual plays are a little different from Artaud's work which makes its audience feel unfamiliar in that 'gut' or ritual plays in Korea are pursuing ritualistic quality and playing quality simultaneously, but there exists a similarity between the two in that they both desired to have communication with audiences. This researcher strongly believes that for the time to come, when the receptive aspect of the modern play assuming ritualistic quality is developed using the medium of communication with audiences, purification and play therapy, its direction will be more noticeably exposed.

• Korean Journal of Psychosomatic Medicine
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• v.24 no.2
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• pp.157-164
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• 2016

Objectives : The objective of this study was to investigate the characteristics of language profiles according to whether or not Korean children with autism spectrum disorder(ASD) also have ADHD, and to examine the relationship with executive function. Methods : Participants in the study were boys with ADHD aged 6 to 11 years who visited the clinic from January 2012 to December 2013. In this study, 25 boys with ASD were included, and completed scales included the Korean version of Autism Diagnostic Interview-Revised(K-ADI-R), Korean version of Autism Diagnostic Observation Schedule(K-ADOS), Korean ADHD Rating Scale(K-ARS), and Korean-Conners' Parent Rating Scale(K-CPRS). They also completed neuropsychological tests and assessed language profiles. Patients were categorized into two groups(with ADHD and without ADHD). T-test and Multivariate analysis of covariance (MANCOVA) was used for analysis. Results : Statistically, no difference was found in receptive and expressive language ability between the ASD groups with and without ADHD. However, a lower score in Test of Problem solving(TOPS) was observed for ASD with ADHD than for ASD without ADHD, with problem solving and finding cues showing significant differences. Conclusions : These findings suggest that language profiles in the ASD group without ADHD could be similar to those in the ASD group with ADHD, but comorbid ADHD could lead to more difficulty in linguistic ability for problem solving and could be related with executive function of the frontal lobe.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.714-725
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• 2013

The purpose of this study was to investigate language receptive characteristics of children with multicultural families in according to living areas. The subjects were 132 mother with children for living multicultural families 3 to 6 years old. The results were as follows. First, the differences of home environment on nationality, all variables were significant differences on emotional atmosphere, experience's variety, and play data in statistically. Second, the differences of home environment on age all variables were significant differences on permission, independent's upbringing emotional atmosphere, experience's variety and physical environment in statistically. Third, the differences of home environment on educational background, all variables were significant differences on predictable environments, developmental stimulation, quality of language environments, permission, independent's upbringing emotional atmosphere, experience's variety, physical environment and play data in statistically. Fourth, the differences of home environment on communication method in home, all variables were significant differences in statistically as communication(general korean) they use in home. Fifth, the differences of home environment on occupation existence, all variables were not significant differences in statistically.

• Phonetics and Speech Sciences
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• v.9 no.2
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• pp.125-135
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• 2017

The current study examines PCC (percentage of correct consonant), speech intelligibility, and oral motor function between the group of typically developing children and the group of children with Down's syndrome. To 15 children with Down's syndrome (mean CA: 9;7) and 15 typically developing children on receptive language age, the following tests were administered: K-WPPSI (2001), Picture Vocabulary Test (Kim et al., 1995), Oral and Speech Motor Control Protocol for total oral functional score (Robbins et al., 1987), DDK and Assessment of Phonology and Articulation for Children (APAC, Kim et al., 2007) for PCC and speech intelligibility. Pearson correlation coefficients were computed for the total oral functional score, PCC and DDK of each group. The statistical analysis showed that there is no significant difference in total functional score and DDK when IQ was controlled. There was a significant correlation between total oral functional score and PCC in the Down's syndrome group and a significant correlation between total oral functional score and intelligibility in the Down's syndrome group whether IQ was controlled or not. The findings suggest that both cognitive ability and overall oral motor function need to be considered for the intervention to enhance PCC or speech intelligibility of children with Down's syndrome.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.23-45
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• 2019

Objective: The purpose of this study is to identify the longitudinal reciprocal relationship between young children's vocabulary ability and physical aggression in young children. Methods: Two waves of panel data(2013/2015) from the Panel Study of Korean Children were analyzed in this study by using an adapted version of Autoregressive cross-lagged modeling. A total of 306 five-year-old and seven-year-old preschoolers, and their mothers participated in the study. Autoregressive cross-lagged modeling for multiple groups was conducted by using AMOS 24.0. Results: First, vocabulary ability and physical aggression showed stability over time. Second, young children's vocabulary ability(t) had a statistically significant effect on physical aggression(t+1). Conclusion/Implications: This study confirmed the interrelationships of young children's vocabulary ability and physical aggression by examining longitudinal data using the longitudinal analysis method. This study highlights the importance of developing interventions to support language development with aggressive children. The results of the present study can be used as a source in developing policies for aggressive children and their parents.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.13-28
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• 2006

Autistic children have difficulties in communication. They tend to have more difficulties in general expression than in understanding sentences. This thesis tested the effect of music activities on children who have difficulties in language expression. As a research method, a group of autistic middle school students was selected who were attending normal schools. Three male students were selected for the test of K-ABC and CARS. Music treatments on the selected students were applied fifteen times, twice a week, for thirty minutes every time. The total treatment process could be divided into two stages. The stage one included the first twelve treatments and the stage two included following three treatments. In the stage one, the selected autistic students learned twenty four musics under real-world-like social circumstances. In the stage two, the students repeatedly learned the twenty four musics. A week before beginning the music treatment, the students were tested by PRES and a test developed by the author of this thesis. And a week after all treatments were completed, the students were tested again with the same test method to check if the students' expressive language ability got improved. The results of the research were as the following: First, the music treatment helped improve the autistic student's ability of expressing themselves such as 'requesting', 'rejecting', 'applying social customs' and 'providing information'. Second, the author of this thesis first had a hypothesis that the tested students might show different levels of achievements according to their intellectual ability or expressive language ability in K-ABC test, PRES and CARS. But it was not true. The student's level of achievement by music activities was proved not to have a significant correlation with their intellectual or expressive language abilities in the tests. Third, it was found that, through pre- and post-test of PRES, the music treatments could improve the receptive language ability as well as the expressive language ability. It saw great effect that musical data that utilize in specially this research investigator according to children's ability, autistic children write lyrics setting in social circumstance that is revealed much routinely and composes. To front, expect that suitable a lot of musics are developed in function and ability of subject person for elevation of expressive language ability.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.338-348
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• 2020

This study examined the longitudinal relationship between paternal depressive symptoms and maternal depressive symptoms simultaneously. This study also identified the interplay of paternal and maternal depressive symptoms for predicting elementary children's language development, their problem behaviors and their school adjustment. Using the data from the Panel Study on Korean Children for the 4th-8th years (2011~2015 year), this study used the Latent Growth Curve Model, which is helpful for examining longitudinal relationship differences among variables. The sample subjects were 1,754 parents and children. The results are as follows. The initial level of paternal depressive symptoms had a positive impact on the rate of change in maternal depressive symptoms. The initial level of maternal depressive symptoms had a negative impact on the rate of change in maternal depressive symptoms. Mothers' depressive symptoms showed not only the mothers' own depression problem. but also the self-effect and counterpart effect of depression on the fathers' depression problem. The rate of change in maternal depressive symptom mediated the relation between the initial level of parental depressive symptoms and children's receptive language, internalizing/externalizing problems, and school adjustment. Therefore, depression prevention and intervention programs for both fathers and mothers are needed for the healthy development and school adaptation of school-age children.