최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.34 no.1, 2013년, pp.71 - 86
김은향 (서울대학교 사범대학 교육학과) , 김동일 (서울대학교 사범대학 교육학과) , 고은영 (서울대학교 역량기반교육혁신사업단)
The purpose of this study was (1) to examine the level of learning disabilities reflected in the written expression and writing performance of at-risk children with ADHD, (2) to investigate the level of differences in writing learning disabilities and writing performance depending on ADHD subtypes, ...
* AI 자동 식별 결과로 적합하지 않은 문장이 있을 수 있으니, 이용에 유의하시기 바랍니다.
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
ADHD이란 무엇인가? | ADHD는 대표적인 아동기의 장애 중 하나로, ADHD아동은 주의집중력이 부족하고 쉽게 산만해지며, 충동적이고 과잉행동을 보인다는 주요 특성을 가지고 있으며, 이러한 1차적 특성은 사회․정서적, 학업적 장면에서 2차적 문제를 일으키게 된다. 즉, 낮은 자존감 및 정서적 어려움을 보이며 친구들이나 교사와 같은 중요한 타인과의 관계를 잘 맺지 못하는 등 사회적 접촉에서 어려움을 겪는 아동이 많고(Ross & Ross, 1982), 대부분이 정상 지능의 범위에 있음에도 불구하고 학교에서 낮은 학업 성취, 학년 진급의 실패 및 중도 탈락 하는 경우가 많다(Barkley, 1990a). | |
ADHD 아동이 보이는 대표적인 문제는 무엇인가? | ADHD 아동은 여러 정신과적, 학업적 장애를 함께 보이는 경우가 많으며, 이 중 가장 대표적인 것으로 학습장애를 들 수 있다. 연구들에 따르면, ADHD 중 25~40%가 학습장애를 갖고 있고, 학습장애 중 15~40%가 ADHD 진단준거에 부합하며(Willcutt & Pennington, 2000), 임상 표본에서는 ADHD아동의 70% 이상이 학습장애를 함께 가지고 있는 것으로 나타났다(Mayes & Calhoun, 2006). | |
ADHD 아동의 학습장애 연구가 제대로 행해지지 않는 이유는 무엇인가? | 더욱이 학습장애 연구는 주로 읽기와 관련되어 이루어지고 있을 뿐, 쓰기와 관련되어서는 적은 수의 연구가 이루어졌다. 이는 데이터 수집의 어려움과 함께, 글쓰기의 결과에 대해 적절한 평가를 하기가 매우 어렵고 쓰기 평가를 할 때에 이에 대한 신뢰도를 확보할 수 있는 명확한 기준을 찾기 힘들기 때문이다. |
American Psychiatric Association. (1994). DSM-IV. Washington, DC : Author.
Barkley, R. A. (1990a). Attention deficit hyperactivity disorder : A handbook for diagnosis and treatment. New York : Guilford Press.
Barkley, R. A. (1997b). Behavioral inhibition, sustained attention, and executive functions : Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65-94.
Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2009). Identifying, assessing, and treating ADHD at school. Springer.
Cunningham, C. E., & Barkley, R. A. (1978). The role of academic failure in hyperactive behavior. Journal of Learning Disabilities, 11, 15-21.
Hartman, C. A., Willcutt, E. G., Rhee, S. H., & Pennington, B. (2004). The relation between sluggish cognitive tempo and DSM-IV ADHD. Journal of Abnormal child Psychology, 32(5), 491-503.
Imhof, M. (2004). Effects of color stimulation on handwriting performance of children with ADHD without and with additional learning disabilities, European Child & Adolescent Psychiatry, 13, 191-198.
Kim, D. I. (2009). BASA(Basic academic skills assessment : written expression), Manual. Seoul : Hakjisa.
Kim, D. I., & Hong, S. D. (2008). Construct equivalence of qualitative assessment for identifying low achieving students and the comparison of latent means between general students and low achieving students in written expression, Journal of Special Education, 15(2), 265-280.
Kim, D. I., Kim, I. N., Lee, K. J., Jung, S. R., Kim, B. N., & Koh, E. Y. (2008). Comorbidity of Attention-deficit / hyperactivity disorder (ADHD) and learning disabilities(LD) : the present and the future, Asian Journal of Education, 9(4), 111-147.
Kim, D. I., Lee, D. S., & Shin, J. H. (2003). Introduction to learning disabilities, 2nd Ed. Seoul : Hakjisa, Korea.
Kim, Y. S., So, Y. K., Noh, J. S., Choi, N. K., & Kim, S. J. (2003). Normative data on the korean ADHD rating scales(K-ARS) for parents and teacher, Journal of Korean Neuropsychiatry Association, 42(3), 352-359.
Koh, E. Y. (2011). An exploratory study of the components on identification of adolescents with ADHD : Clinical psychologists and school counselors' perception on characteristics and diagnosis, Unpublished doctoral dissertation, Seoul National University, Seoul, Korea.
Kroese, J. M., Hynd, G.W., Knight, D. F., Hiemenz, J. R., & Hall, J. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness(blending, segmenting, elision and reversal), phonological memory and reading in reading disabled, ADHD and normal children. Reading and Writing, 13, 105-131.
Lathey, B. B., Carlson, C. L., & Frick, P. J. (1997). Attention deficit disorder without hyperactivity. In Widger TA, Frances AJ, Pincus HA, Ross R, First MB, & Davis W(Eds.), DSM-IV source book(Vol. 3, pp. 163-188). Washington, DC : American Psychiatric Association.
Lee, H. J. (2004). Prevalence Rate of ADHD Children and Agreement Between Teachers, Unpublished master's thesis, Daegu University, Daegu, Korea
Lim, K. H., & Cho, B. H. (2004). The prevalence of ADHD in elementary school children, The Journal of Elementary Education, 17(1), 235-260.
Maeng, H. S., & Kim, W. S. (2011). Syntax characteristics shown in written expression of school age ADHD children, The Journal of Rehabilitation Science Research, 29(1), 69-88.
Mayes, S. D., & Calhoun S. L., (2006). Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences, 16, 145-157.
Mayes. S. D., Calhoun S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD : Overlapping spectrum disorders. Journal of Learning Disabilities, 33, 417-424.
McGee, R., Partridge, F., Williams, S., & Silva, P. (1991). A twelve-year follow-up of preschool hyperactive children. Journal of the American Academy of Child Adolescent Psychiatry, 30, 224-232.
McNamara, J., Vervaeke, S. L., & Willoughby, T. (2008). Learning disabilities and risk-taking behavior in adolescents : A comparison of those with and without comorbid attentiondeficit/ hyperactivity disorder. Journal of Learning Disabilities, 41, 561-574.
Milich, R. Balentine, A. C., & Lynam, D. R. (2001). ADHD combined type and ADHD predominantly inattentive type are distinct and unrelated disorders. Clinical Psychology : Science and Practice, 8(4), 464-488.
Morgan, A. E. Hynd, G. W., Riccio, C. A., & Hall, J. (1996). Validity of DSM-IV ADHD predominately inattentive and combined types : Relationship to previous DSM diagnoses / subtype differences. Journal of the American Academy of Child and Adolescent Psychiatry, 35(3), 325-333.
Nigg, J. T., Blaskey, I. G., Huang-Pollock, C. I., & Rappley, M. D. (2002). Neuropsychological executive functions and DSM-IV ADHD subtypes. Journal of Academy Child and Adolescent Psychiatry, 41(1), 59-66.
Pennington, B.F., Groisser, D., & Welsh. M. C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability, Developmental Psychology, 29, 511-523.
Rabiner, D., Coie, J. D., & the Conduct Problems Prevention Research Group. (2000). Early attention problems and Children's reading achievement : A longitudinal investigation. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 859-867.
Re, A. M., Pedron, M., & Cornoldi, C. (2007). Expressive writing difficulties in children described as exhibiting ADHD symptoms, Journal of Learning disabilities, 40(3), 244-255.
Resta, P. S., & Eliot, J. (1994). Written expression in boys with attention deficit disorder. Perceptual and Motor Skills, 79, 1131-1138.
Ross, D. M., & Ross, S. A. (1982). Hyperactivity : Current Issues, Research and Theory(2nd ed.). New York, Plenum Press.
Ross, P. A., Poidevant, J. M., & Clarire, U. M. (1995). Curriculum-based assessment of writing fluency in children with attention-deficit hyperactivity disorder and normal children, Reading & Writing Quarterly : Overcoming Learning Difficulties, 11, 201-208.
Rowe, K. J., & Rowe, K. S. (1992). The relationship between inattentiveness in the classroom and reading achievement (part B) : an explanatory study, Journal of American Academy of Child and Adolescent Psychiatry, 31, 357-368.
Seidman, L. J., Biederman, J., Faraone, S.V., et al. (1995). Effects of family history and comorbidity on the neuropsychological performance of children with ADHD : preliminary findings, Journal of American Academy of Child and Adolescent Psychiatry, 34, 1015-1024.
Semrud-Clikeman, M., Biederman, J., Sprich- Buckminster, S., Lehman, B.K., Faraone, S. V., & Norman, D. (1992). Comorbidity between ADHD and learning disability : A review and report in a clinically referred sample. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 439-448.
Seoul School Health Promotion Center. (2006). Yearbook of school health., Seoul, Korea.
Shin, M. S., Cho, S. C., & Hong, K. H. (2007). Korean version of learning disability evaluation scale : K-LDES, Seoul : Hakjisa, Korea.
So, Y. K., Noh, J. S., Kim. Y. S., Ko, S. G., & Koh, Y. J. (2002). The reliability and validity of korean parent and teacher ADHD rating scale, Journal of Korean Neuropsychiatry Association, 41(2), 283-289.
Sousa, D. A. (2006). How the special needs brain learns. Corwin Press, CA, USA.
Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first grade reading difficulties : The effects of early languages, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties : The effects of oral language, emergent literacy, and behavior skills. Developmental Psychology, 41, 225-234.
Stanford, L. D., & Hynd, G. W. (1994). Congruence of behavioral symptomatology in children with ADD/H, ADD/WO, and learning disabilities, Journal of Learning Disabilities, 27(4), 243-253.
Tabassam, W., & Grainger, J. (2002). Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder, Learning Disability Quarterly, 25, 141-151
Tannock, R., & Brown, T. E. (2009). ADHD with language and/or learning disorders in children and adolescents. In : Brown T.E. (ed). ADHD comorbidities : Handbook for ADHD complications in children and adults. American Psychiatric Publishing, Washington, DC, 189-231.
Thomas, A. (1979). Learned helplessness and expectancy factors : Implications for research in learning disabilities. Reviews in Education Research, 49, 208-221.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58
Willcutt, E. G., & Pennington, B. F. (2000). Comorbidity of reading disability and attentiondeficit/hyperactivity disorder : Differences by gender and subtype. Journal of Learning Disabilities, 33, 179-191.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
출판사/학술단체 등이 한시적으로 특별한 프로모션 또는 일정기간 경과 후 접근을 허용하여, 출판사/학술단체 등의 사이트에서 이용 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.