지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2013.12
- 수록면
- 199 - 206 (8page)
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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.
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.
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References
참고문헌 (37)
참고문헌 신청
1. [학술지(정기간행물)] - Greenhill LL / 1999 / Stimulant medications / J Am Acad Child Adolesc Psychiatry 38 : 503 ~ 512
2. [학술지(정기간행물)] - / 1999 / A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. The MTA Cooperative Group. Multimodal Treatment Study of Children with ADHD / Arch Gen Psychiatry 56 : 1073 ~ 1086
3. [학술지(정기간행물)] - Pliszka SR / 2006 / The Texas Children’s Medication Algorithm Project: revision of the algorithm for pharmacotherapy of attention-deficit/ hyperactivity disorder / J Am Acad Child Adolesc Psychiatry 45 : 642 ~ 657
4. [학술지(정기간행물)] - 유희정 / 2007 / 주의력결핍 과잉행동장애 한국형 치료 권고안 (III) / 소아 청소년 정신의학 18 (1) : 16 ~ 25
5. [학위논문] - Park NS / 1992 / Effects of methylphenidate treatment on cognitive behavioral symptoms and social, academic & emotional adjustment of ADHD children / Yonsei Univ
2. [학술지(정기간행물)] - / 1999 / A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. The MTA Cooperative Group. Multimodal Treatment Study of Children with ADHD / Arch Gen Psychiatry 56 : 1073 ~ 1086
3. [학술지(정기간행물)] - Pliszka SR / 2006 / The Texas Children’s Medication Algorithm Project: revision of the algorithm for pharmacotherapy of attention-deficit/ hyperactivity disorder / J Am Acad Child Adolesc Psychiatry 45 : 642 ~ 657
4. [학술지(정기간행물)] - 유희정 / 2007 / 주의력결핍 과잉행동장애 한국형 치료 권고안 (III) / 소아 청소년 정신의학 18 (1) : 16 ~ 25
5. [학위논문] - Park NS / 1992 / Effects of methylphenidate treatment on cognitive behavioral symptoms and social, academic & emotional adjustment of ADHD children / Yonsei Univ
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UCI(KEPA) : I410-ECN-0101-2015-510-000972456