본 연구는 미술치료 프로그램이 중증 뇌성마비아동의 적응행동을 알아보기 위해 S 특수학교에 재학 중인 뇌성마비아동 10명을 대상으로 16주간 주 2회 매회 40분씩 미술치료 프로그램을 적용하였으며 그 주요 결과에 따른 결론은 다음과 같다.
첫째, 미술치료 프로그램이 중증 뇌성마비아동의 전체적인 적응행동에 영향을 미쳤다. 적응행동의 하위영역을 살펴보면, 정서적 행동, 시지각기능, 대근육 운동기능, 소근육 운동기능, 운동계획이 중재 전보다 중재 후에 통계적으로 유의하게 증가하였으나 촉지각, 청지각, 전정감각, 구강호흡운동, 적응행동은 중재 전보다 중재 후 적응행동의 점수는 향상되었으나 통계적으로 유의한 차이가 없는 것으로 나타났다.
둘째, 중증 뇌성마비아동의 대근육 운동기능 분류단계에 따른 적응행동에 영향을 미쳤다. 적응행동의 하위영역을 살펴보면, Ⅲ단계 아동의 정서적 행동은 중재 전보다 중재 후에 통계적으로 유의하게 증가하였으나, Ⅳ단계 아동, Ⅴ단계 아동의 경우 중재 전ㆍ후 정서적 행동은 향상되었으나 통계적으로 유의한 차이가 없는 것으로 나타났다.
셋째, 회기별 적응행동의 변화가 있었다.
본 연구는 미술치료 프로그램이 중증 뇌성마비아동의 적응행동을 알아보기 위해 S 특수학교에 재학 중인 뇌성마비아동 10명을 대상으로 16주간 주 2회 매회 40분씩 미술치료 프로그램을 적용하였으며 그 주요 결과에 따른 결론은 다음과 같다.
첫째, 미술치료 프로그램이 중증 뇌성마비아동의 전체적인 적응행동에 영향을 미쳤다. 적응행동의 하위영역을 살펴보면, 정서적 행동, 시지각기능, 대근육 운동기능, 소근육 운동기능, 운동계획이 중재 전보다 중재 후에 통계적으로 유의하게 증가하였으나 촉지각, 청지각, 전정감각, 구강호흡운동, 적응행동은 중재 전보다 중재 후 적응행동의 점수는 향상되었으나 통계적으로 유의한 차이가 없는 것으로 나타났다.
둘째, 중증 뇌성마비아동의 대근육 운동기능 분류단계에 따른 적응행동에 영향을 미쳤다. 적응행동의 하위영역을 살펴보면, Ⅲ단계 아동의 정서적 행동은 중재 전보다 중재 후에 통계적으로 유의하게 증가하였으나, Ⅳ단계 아동, Ⅴ단계 아동의 경우 중재 전ㆍ후 정서적 행동은 향상되었으나 통계적으로 유의한 차이가 없는 것으로 나타났다.
셋째, 회기별 적응행동의 변화가 있었다.
The study was conducted between March and July in 2005. The subjects were 10 children, 5 males and 5 females, with Cerebral Palsy. The Art Therapeutic Educations were given 40 minutes each time 2 times per week 16 weeks, and adaptive behavior activities have been check before and after the each trea...
The study was conducted between March and July in 2005. The subjects were 10 children, 5 males and 5 females, with Cerebral Palsy. The Art Therapeutic Educations were given 40 minutes each time 2 times per week 16 weeks, and adaptive behavior activities have been check before and after the each treatment. The program is consist of accessible themes so that they can improve their adaptive behavior. The obtained data were analyzed by Wilcoxon signed rank test using SSPS PC+ 12.0. Firstly, the effective training program for adaptive behavior can be developed using the Art Therapeutic Education for the children with Cerebral Palsy. post-experimental adaptive behavior scores were higher compared to pre-experimental scores with statistical significance. Furthermore, sub-areas emotional behavior, visual-perception behavior, gross motor function, fine motor function, motor planning was significantly increased after the completion of exercising programs, however, the improvements in score compared to other sub-areas tactual-perception behavior, auditory-perception behavior, vestibular sense, oral-respiration function, adaptive response were not statistically significant. Secondly, Adaptive Behavior was significantly increased after the completion of the exercising programs by GMFCS Level. Furthermore, sub-areas emotional behavior in GMFCS Level Ⅲ was significantly increased after the completion of exercising programs, however, the improvements in score compared to other groups were not statistically significant. Lastly, Adaptive Behavior was improvements after the completion of the exercising programs by sessional plans.
The study was conducted between March and July in 2005. The subjects were 10 children, 5 males and 5 females, with Cerebral Palsy. The Art Therapeutic Educations were given 40 minutes each time 2 times per week 16 weeks, and adaptive behavior activities have been check before and after the each treatment. The program is consist of accessible themes so that they can improve their adaptive behavior. The obtained data were analyzed by Wilcoxon signed rank test using SSPS PC+ 12.0. Firstly, the effective training program for adaptive behavior can be developed using the Art Therapeutic Education for the children with Cerebral Palsy. post-experimental adaptive behavior scores were higher compared to pre-experimental scores with statistical significance. Furthermore, sub-areas emotional behavior, visual-perception behavior, gross motor function, fine motor function, motor planning was significantly increased after the completion of exercising programs, however, the improvements in score compared to other sub-areas tactual-perception behavior, auditory-perception behavior, vestibular sense, oral-respiration function, adaptive response were not statistically significant. Secondly, Adaptive Behavior was significantly increased after the completion of the exercising programs by GMFCS Level. Furthermore, sub-areas emotional behavior in GMFCS Level Ⅲ was significantly increased after the completion of exercising programs, however, the improvements in score compared to other groups were not statistically significant. Lastly, Adaptive Behavior was improvements after the completion of the exercising programs by sessional plans.
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