[논문]초등 교사를 위한 ADHD 아동 교수법 코칭 프로그램 개발 및 효과

박신정; 박완주

doi:10.4040/jkan.2017.47.3.305

초등 교사를 위한 ADHD 아동 교수법 코칭 프로그램 개발 및 효과
Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers 원문보기

Journal of Korean academy of nursing = 대한간호학회지, v.47 no.3, 2017년, pp.305 - 318

박신정 (경북대학교 간호대학.간호과학연구소) , 박완주 (경북대학교 간호대학.간호과학연구소)

Abstract ▼ AI-Helper

Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class.

주제어

질의응답

핵심어	질문	논문에서 추출한 답변
	ADHD 진료인원은 2007년부터 2011년까지 어떠한 변화를 보였는가?	건강보험심사평가원의 2011년 통계에 따르면, ADHD 진료인원은 2007년부터 2011까지 연평균 4.4%의 증가율을 보였으며, 2011년까지 진단을 받은 20세 이하 ADHD 아동·청소년 약 48,000명 중 초등학생은 전체의 59.3%로 대부분을 차지하고 있는 것으로 보고되었다[4].
	주의력결핍과잉행동장애아동이 학교생활 적응에 많은 어려움을 겪는 이유는?	학령기 주의력결핍과잉행동장애(Attention Deficit Hyperactivity Disorder [ADHD]) 아동은 주의력결핍, 과잉행동, 충동성의 3대 증상으로 인하여 학교생활 적응에 많은 어려움을 겪는다. 12세 이전에 발병하는 ADHD는(Diagnostic and Statistical Manual of Mental Disorders-5 [DSM-5]) 조기 발견되어 치료받아야 하나, 부모들이 대수롭지 않게 생각하여 치료시기를 놓치게 된다.
	교사들이 ADHD 아동에 대해 좌절감과 소극적 행동을 보이게 되는 이유는?	교사에 의한 ADHD 아동의 조기발견과 효과적인 교수방법 및 치료 연계는 ADHD 아동의 예후에 중요한 영향 요인으로 작용한다[10]. 국내의 선행연구에 따르면, 교사들은 A DHD 아동을 올바른 방향으로 지도하기 위하여 다양한 교수방법을 시도하지만, ADHD에 대한 이해 부족과 교수법에 대한 뚜렷한 매뉴얼의 부재로 시행착오를 겪게 되고, 이에 좌절감과 소극적 행동을 보이게 된다[11]. ADHD 아동의 문제행동을 질병의 행동 특성으로 인지한 교사의 경우, 원인파악과 증상 완화를 위해 적극적으로 대처하고자 한다.

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