The purpose of this study is to examine the effects of cooperative movements on the sociality of pervasive developmental disorder and the attitude of normal children. The subjects in this study are six children, one for the pervasive developmental disorder children and five for the normal children r...
The purpose of this study is to examine the effects of cooperative movements on the sociality of pervasive developmental disorder and the attitude of normal children. The subjects in this study are six children, one for the pervasive developmental disorder children and five for the normal children respectively in the N elementary school of Jeonju city. The selected six students are tested with 20 cooperative movements at 24 times 8 weeks, 3 times in a week 20 minutes. We implement the E-CLAC test to the pervasive developmental disorder children for inspecting the changes of interpersonal relations and social adaptive behavior, and keep a record of the behaviors of normal children. The findings of the study are as followings: First, the interpersonal relations abilities of pervasive developmental disorder children are improved through the cooperative movements with normal children. Specifically, the developmental disorder children avoiding other normal children and expressing themselves when they need are gradually responds to other children. Second, the social adaptive behavior of pervasive developmental disorder children is improved through the cooperative movements with normal children. The pervasive developmental disorder children are able to put into actions spontaneously, to pay attentions, and to make an effort increasingly. They generally carry out imitations by order, and show the spontaneous imitations slowly. Moreover, they have partially pertinent behavior in a group. Third, the cooperative movements with normal children affect the attitude of pervasive developmental children positively. The pervasive developmental children go to school with normal children frequently, and bring up friendship such as sharing foods with other students. In addition, they play themselves with riding bicycles. In spite of these findings, the study has two limitations. The selected subjects are too small to elicit the general conclusion with one for pervasive developmental disorder children and five for normal children. In addition, it is likely to occurring a researcher's subjectivity in the study. Based on the above-mentioned findings, there are some suggestions. First, the study is implemented within 8 weeks for the short time. So, if the study is extended to for the long time, more significant findings can be expected by the experiment. Second, the study implements a qualitative analysis with the research results. The qualitative analysis of the study through behavior records each time allows grasping and understanding the tendency of behavior changes. But, because it is likely to occurring a researcher's subjectivity to the study, more objective and robust study is needed to the following study. Third, it is necessary continuously to develop various programs to stir up the sociality of pervasive developmental disorder children.
The purpose of this study is to examine the effects of cooperative movements on the sociality of pervasive developmental disorder and the attitude of normal children. The subjects in this study are six children, one for the pervasive developmental disorder children and five for the normal children respectively in the N elementary school of Jeonju city. The selected six students are tested with 20 cooperative movements at 24 times 8 weeks, 3 times in a week 20 minutes. We implement the E-CLAC test to the pervasive developmental disorder children for inspecting the changes of interpersonal relations and social adaptive behavior, and keep a record of the behaviors of normal children. The findings of the study are as followings: First, the interpersonal relations abilities of pervasive developmental disorder children are improved through the cooperative movements with normal children. Specifically, the developmental disorder children avoiding other normal children and expressing themselves when they need are gradually responds to other children. Second, the social adaptive behavior of pervasive developmental disorder children is improved through the cooperative movements with normal children. The pervasive developmental disorder children are able to put into actions spontaneously, to pay attentions, and to make an effort increasingly. They generally carry out imitations by order, and show the spontaneous imitations slowly. Moreover, they have partially pertinent behavior in a group. Third, the cooperative movements with normal children affect the attitude of pervasive developmental children positively. The pervasive developmental children go to school with normal children frequently, and bring up friendship such as sharing foods with other students. In addition, they play themselves with riding bicycles. In spite of these findings, the study has two limitations. The selected subjects are too small to elicit the general conclusion with one for pervasive developmental disorder children and five for normal children. In addition, it is likely to occurring a researcher's subjectivity in the study. Based on the above-mentioned findings, there are some suggestions. First, the study is implemented within 8 weeks for the short time. So, if the study is extended to for the long time, more significant findings can be expected by the experiment. Second, the study implements a qualitative analysis with the research results. The qualitative analysis of the study through behavior records each time allows grasping and understanding the tendency of behavior changes. But, because it is likely to occurring a researcher's subjectivity to the study, more objective and robust study is needed to the following study. Third, it is necessary continuously to develop various programs to stir up the sociality of pervasive developmental disorder children.
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#협력운동 발달장애 아동 사회성 비장애 아동
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