• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제22권3호
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• pp.149-155
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• 2011

Objectives: The current study investigated the personality characteristics of parents of children with attention-deficit hyperactivity disorder (ADHD) using the Minnesota Multiphasic Personality Inventory (MMPI), which is commonly used in clinical medicine. Methods: Participants were 117 parents of children with ADHD (96 boys and 21 girls) and 77 parents of comparison children (50 boys and 27 girls), who completed the Korean version of the MMPI. Results: The MMPI scores of the fathers of ADHD children were significantly higher on the Psychopathic Deviate (Pd), Masculinity-Femininity (Mf), Paranoia (Pa), and Psychasthenia (Pt) scales than the comparison group's were. In addition, the mothers of ADHD children had higher MMPI scores on the traits of Hypochondriasis (Hs), Psychopathic Deviate (Pd), and Schizophrenia (Sc) than the comparisong roup had, but were not significantly higher. Conclusion: The fathers of ADHD children might be antisocial, irresolute, passive, paranoid, and anxious. In addition, mothers of ADHD children might have hypochondriacal, antisocial, and/or psychological confusional traits, but these were not be significantly high. These results suggest that the psychopathology of parents of ADHD children might correlate with their children's ADHD.

• 대한가정학회지
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• 제50권5호
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• pp.125-138
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• 2012

The purpose of this study was to analyze the research literature on play therapy intervention for children with ADHD. Thirty-nine studies, conducted from 1995 to 2010, were analyzed. The results of the literature review are as follows: The most commonly studied subjects were elementary school children in grades 1-3. The most common subject selection method was to select ADHD tendency children. The most typical intervention setting used was a counseling center. The most frequent intervention was 11-15 sessions of group counseling. Pre-post experimental-control research designs were the most commonly used. In the analyzed studies, play therapy-game play therapy, CBPT, CCPT, sand play therapy, and theraplay- was used for ADHD children. The studies found that game play therapy and cognitive-behavior play therapy are effective for improving ADHD children's attention, impulsiveness, and self-control. The major game play therapy activities used were dart games, "Simon says" games, fishing games, dominoes, Jenga, Beat the Clock, the board game "Stop," and "Ice, break., ice, break." Based on these findings, this article presents implications and discussion for play therapy intervention for ADHD children.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제2권1호
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• pp.97-101
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• 1991

전체 지능지수 70이상의 전반적 발달장애 아동(PDD)15명과 주의력결핍장애 아동(ADHD)19명의 WISC Profile을 검사한 결과 PDD아동과 ADHD아동은 다른 양상의 인지적특성을 보이는데 PDD아동이 ADHD아동에 비해 더 고르지 못한 인지발달, 특히 언어이해 개념형성 추리능력 등 언어적 능력이 지각 및, 운동기능보다 낮은 경향을 보였다. WISC검사의 변별분석(Discriminant analysis)를 통해 PDD집단과 ADHD 집단은 구분이 가능함이 나타났는데 특히 상식, 공통성, 어휘, 숫자, 빠진곳 찾기, 토막짜기 등 6개의 소검사가 두군간의 구분에 도움이 되는 것으로 나타났다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제24권4호
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• pp.199-206
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• 2013

Objectives : Attention-deficit hyperactivity disorder (ADHD) and Asperger's disorder (AD) in children are associated with attentional problems, impulsivity, hyperactivity, and difficulties with social interactions. Pharmacological treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social skills training (SST) may assist in improving their social interactions. We examined the effects of SST on children's social competences, general behavior, and ADHD symptoms. Methods : Thirty four children, aged 7 to 12 years, participated in the cognitive behavioral SST program once a week at the outpatient division of child-adolescent psychiatry. SST was composed of 24 sessions (ninety minutes) for 6 months. Twenty-five children were diagnosed with ADHD, and 9 children were diagnosed with AD. Parents of the children rated Korea-Child Behavior Checklist (K-CBCL), Conner's rating scales, Korean-ADHD Rating Scale (K-ARS), Social Skill Rating System (SSRS), and Matson's Social Skill Rating Scale as an evaluation of the treatment effect, before the first session and after the final session of the training. Results : The ADHD group showed significantly increased scores of social and social competence of CBCL and SSRS. Further, scores of externalizing problems of CBCL, CRS, and ARS were significantly decreased. The Asperger's group showed significantly increased scores of social competence of CBCL, SSRS, and MESS. There was a significant difference of the improvement in CBCL's school and total behavior problem score, CRS between drug change group and no drug change group. Conclusion : The result of this study suggests that SST is effective in improving social skills for children with ADHD and AD. In addition, SST has shown its effectiveness in treating attentional problems for children with ADHD. To prove objective usefulness of SST, further studies with a more structured design and long-term duration along with a sufficient number of AD participants will be necessary.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제18권1호
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• pp.58-65
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• 2007

Objectives : Motivational factor is a unique contributor to the typically poor academic performance of children with ADHD. However, few study has directly intervened learning motivation in children with ADHD. We conducted this study to explore the direct effects of the learning motivation improvement program applied to children with ADHD. Method The program was designed in order to increase an interest-inducing educational intervention, an academic skills integration, a basic learning activity (reading, writing, and math), and children's self-esteem. We conducted the program twice a week (total 10 sessions) and assessed learning motivation, teaming attitude, self-esteem, academic performance, and problem behaviors of participating children. Results : After the program, teachers reported improvement in teaming motivation. In addition, parents notified sisnificant reduction of problem behaviors. Children reported improvement in a few domains of teaming motivation and learning attitude. Conclusion : While loaming motivation is regarded as an important factor in education, there have been few studies considering this issue in both educational and psychiatric fields. The teaming motivation improvement would be needed in both field in order to reduce the deficits in academic performance in children with ADHD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제8권2호
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• pp.217-231
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• 1997

본 연구에서는 ADHD의 원인론에 대한 다양한 신경학적 이론들을 살펴본 후, ADHD 진단에 널리 사용되는 신경심리학적 평가방법들에 대한 국내, 외 연구결과들을 고찰하였다. ADHD 아동들이 여러 주의력 검사상에서 일관성있게 경계력, 지속적 주의력, 주의산만성, 주의력의 분할과 조절에 문제를 보이고 있고, 실행 능력과 작동기억외에 연합기억에서도 어려움을 보이는 것으로 나타났다. 이러한 신경심리학적 검사결과는 ADHD 아동이 전두엽외에 망상활성체계 등 두뇌의 여러 부위를 포함하는 신경망에 장애가 있을 가능성을 시사해주는 것으로 생각된다. 그러나 국내에서 ADHD 아동들에게 널리 사용되고 있는 신경심리검사들은 대부분 외국에서 제작된 것이므로, ADHD 아동들의 수행결과를 보다 정확하게 비교하고 해석하기 위해서는 ADHD와 정상 아동, 그리고 기타 소아정신과장애 아동들을 대상으로 그러한 신경심리검사들에 대한 연령별 규준 확립과 타당도 검증을 위한 한국 표준화연구가 조만간 이루어져야 하겠다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제19권2호
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• pp.104-111
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• 2008

Objectives : The purpose of this study was to compare two subtypes of attention-deficit hyperactivity disorder (ADHD) and controls in their attention using ADHD diagnostic system (ADS), a kind of continuous performance test. Methods : Subjects of this study were 8 children with ADHD-predominantly inattentive type, 28 children with ADHD-combined type and 20 control children. Ages ranged from 5 to 14 years. The Korean Educational Development Institute version of the Wechsler Intelligence Scale for Children (KEDI-WISC) and the ADS were administered to all subjects to provide measures of intelligence and attention. Results : Significant differences were found in the ADS variables for the three groups. When compared with controls, the ADHD-predominantly inattentive type children scored significantly higher on the omission error at middle stage and later stage and ADHD-combined type children scored significantly higher on the omission error and reaction time at later stage. When compared with the other two groups, the ADHD-combined type children scored significantly higher on the commission error at all three stages. Conclusion : Our results suggest that the two subtypes of ADHD have different features in attention deficit. And there was a possibility that commission error is available variable to show cognitive characteristics of ADHD-combined type than any other ADS variables. Further studies are needed to evaluate this finding.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제12권2호
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• pp.275-281
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• 2001

본 연구에서는 아동의 발달적 측면을 고려하면서, ADHD 아동의 정신 병리(우울, 불안, 공격성) 수준과 부적응적 인지 특성(인지 오류, 귀인 편파)의 관계를 탐색하였다. 병원을 내원하여 주진단이 ADHD인 40명의 아동과 아동의 어머니는 아동의 우울, 불안, 공격성과 부적응적인 인지 특성들을 평가하는 질문지를 작성하였다. 연구 결과, ADHD 아동의 우울과 불안, 공격성 수준과 부적응적 인지 특성은 유의미한 상관을 보이지 않았다. 연령은 우울증에 특징적인 부적응적인 귀인 특성인 부정적인 사건에 대한 내적 안정적 귀인 경향과 부적인 상관을 보였으며, 연령은 부정적인 사건에 대한 내적 안정적 귀인 경향에 유의미한 영향을 미쳤다. ADHD 아동은 연령이 높아짐에 따라 부정적인 사건에 대해 내부 귀인을 하는 경향이 줄어들었으며, 이들의 우울이나 불안 증상은 부적응적인 인지 특성과 관련되기보다는 그 당시에 직면한 스트레스 사건과 연관된 것일 가능성이 있겠다. 본 연구결과의 시사점과 제한점, 앞으로의 연구방향이 논의되었다.

• 한국콘텐츠학회논문지
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• 제18권9호
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• pp.335-345
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• 2018

본 연구에서는 ADHD 아동의 삶에 만족에 영향을 미치는 양육자 변인을 알아보기 위하여 실시되었다. 연구대상은 총 297명의 초등학교 ADHD 아동과 아동의 양육자였으며, 전국의 소아정신과 병/의원과 정신건강복지센터의 이용자 중 연구에 동의한 경우 자료를 수집하였다. 모든 양육자에 대해서 아동의 ADHD 증상 심각도, 양육자의 양육스트레스, 자아존중감, 우울감이 측정되었고, ADHD 아동에 대해서 삶의 만족을 측정하였다. 결과로는 ADHD 증상의 심각도가 양육자의 자아존중감 저하와 우울을 경유하여 양육스트레스를 통해 아동의 삶의 만족을 낮추는 요인이 검증되었다. 이러한 결과를 토대로 살펴보면 ADHD 아동의 삶의 만족을 높이기 위해서는 증상을 조절할 수 있도록 하는 것도 중요하지만 양육자에 대한 적극적인 개입이 병행되어져야만 하겠다.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제22권4호
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• pp.211-218
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• 2011

Objectives : Intellectual impairment in children with attention-deficit hyperactivity disorder (ADHD) is often associated with relatively severe cognitive dysfunction. This study was designed to investigate cognitive function using auditory and visual event-related potential P300 in children with ADHD with relatively higher and lower IQ. Methods : A total of 20 children aged 6-12 years with DSM-IV-TR diagnosis of ADHD-combined type were recruited. For 10 children with lower IQ (${\leq}$100) and 10 children with higher IQ (>100), auditory and visual P300 using oddball paradigm (target 0.2, standard 0.8, in probability) were employed. Results : No significant differences were found in P300 amplitude and latency between ADHD children with higher and lower IQ in both modalities. However, auditory P300 amplitude in the right parietal area (P8 electrode) was negatively correlated with verbal IQ in ADHD subjects (R=-.50, p<.05). Visual P300 amplitude in the left parietal area (P3 electrode) was positively correlated with performance IQ in ADHD subjects (R=.57, p<.01). Conclusion : This study suggests intellectual impairment, as evidenced by lower IQ, could not be associated with cognitive dysfunction reflected in event-related potential P300 in ADHD children. However, cognitive function reflected in intellectual subcomponents and P300 might be processed in a stimulus modality-specific and asymmetric pattern.