• 한국학교보건학회지
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• 제23권2호
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• pp.237-245
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• 2010

Purpose: The purpose of this thesis was to examine the effects of social skills training program onto the children with tendency of attention-deficit hyperactivity disorder. Methods: This study used nonequivalent control group pre/post-test quasi-experimental research design. The subjects were 18 children with tendency of attention- deficit hyperactivity in D City. The subjects were divided into two groups, an experimental group of 8 children and a control group of 10. The program consisted of 20 sessions of 60 minutes per session, 5 days a weeks, for 4 weeks. The research tools included Conner's Teacher Rating Scales (CTRS) and Social Skills Rating System (SSRS). The collected data were analyzed using $x^2$ test, Mann-Whitney test on the SPSS 17.0 program. Results: a) the scores for cooperation, self-assertiveness, self-control and empathy increased significantly in the experimental group, compared to the control group. b) the scores for social skills increased significantly in the experimental group, compared to the control group. Conclusion: It appears that the social skills training program is a useful nursing intervention to improve the social skills for children with tendency of attention-deficit hyperactivity.

• 한국콘텐츠학회논문지
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• 제14권11호
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• pp.285-297
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• 2014

본 연구는 초기 청소년기의 주의력 결핍 및 과잉행동이 어떠한 경로를 통하여 우울에 영향을 미치는지, 그리고 그러한 경로에서 성별에 따른 차이가 존재하는지 검증하고자 하는 것이다. 이를 위하여 본 연구에서는 한국아동 청소년패널조사(KCYPS) 초등학교 4학년 3차년도 자료에 대하여 구조방정식 다집단분석을 이용하여 실증적 검증을 실시하였다. 분석 결과, 주의력 결핍 및 과잉행동은 사회적 위축과 교우관계를 통하여 직, 간접적으로 우울에 유의한 영향을 미치는 것으로 나타났으며, 이러한 경로 가운데 주의력 결핍 및 과잉행동과 우울 간의 관계에서 성별에 따른 차이가 존재하는 것으로 확인되었다. 이렇게 도출된 연구결과에 근거하여 주의력 결핍 및 과잉행동의 증상을 경험하고 있는 청소년의 우울에 대한 예방 및 개입과 관련된 함의가 제시되었다.

• Psychiatry investigation
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• 제15권12호
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• pp.1144-1153
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• 2018

Objective One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). Methods In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and second-order false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. Results We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. Conclusion Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제24권4호
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• pp.199-206
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• 2013

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.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제20권2호
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• pp.82-89
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• 2009

Objectives: Children with attention-deficit hyperactivity disorder(ADHD) often have difficulties in social behavior. The aim of this study was to evaluate the effectiveness of a short-term training program for improving social skills, self-perception and attention deficits. Methods: The subjects were nine children diagnosed with ADHD with(or without) other mental disorders using the Diagnostic Interview Schedule for Children(DISC-ADHD) module. Children were given eight sessions of a social skills training program. Parents of children simultaneously participated in their own training which was designed to support their children's generalization of skills. Assessments included child, parent and teacher ratings of social skills, self-perception and attention deficit at baseline and post-treatment. Results: Social skills training led to significant improvements in child-reported measures of self-esteem, in teacher reported measures of social skills, and in parent-reported measures of attention deficit. Conclusion: This study suggests that short-term social skills training programs for children with ADHD may improve their social skills, self-perception and attention deficits.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제30권4호
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• pp.153-160
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• 2019

Objectives: This study aimed to evaluate the addiction to highly caffeinated drinks among university students, and we investigated the relationships between smartphone addiction, depression, anxiety, attention-deficit/hyperactivity disorder (ADHD), burnout, self-esteem, impulsiveness in high caffeine drink addiction risk group (high caffeine group). We also compared these mental health factors differences between the high caffeine group and the control group; and, investigated the relative risk between the independent variables of the high caffeine group. Methods: This study was conducted in Korea, from June 2015 to July 2016. A set of questionnaires was administered on 511 college students. Results: The participants who belonged to the high caffeine group were more likely to demonstrate the symptoms of ADHD and higher levels of burnout and impulsiveness. Further, the results of logistic regression analysis confirmed the association between the high caffeine group and burnout. Conclusion: These behaviors among university students addicted to highly caffeinated drinks suggests the need for timely and effective interventions for those at risk of addiction.

• Child Health Nursing Research
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• 제23권3호
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• pp.279-291
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• 2017

Purpose: The aim of this study was to explore how characteristics of ADHD children affect social support for mothers, parenting stress, parenting sense of competence, coping, and quality of life. The conceptual model was based on the Lazarus and Folkman's stress-evaluation-coping theory. Methods: Data were collected 208 mothers of children with ADHD. Data were analysed using SPSS 18.0 and AMOS 18.0 programs. Results: The proposed model was good fit for the data based on the model fit indices. Parenting stress, parenting sense of competence and coping directly affected quality of life but characteristics of the children and social support had only an indirect effect. The explanatory power of these variables was 52.1%. Conclusion: The results of this study indicate that nursing strategies to increase social support for mothers with ADHD children, lowers parenting stress, improves parenting sense of competence, and guides the parents to choose appropriate coping. In particular, as social support has the strongest influence on the quality of life, it is necessary to develop nursing intervention programs that utilize social support for parents with ADHD children.

• Clinical and Experimental Pediatrics
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• 제64권9호
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• pp.489-493
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• 2021

Background: There is evidence of destructive effects of oxytocin use during labor on neurodevelopment. Purpose: This meta-analysis pooled all observational studies to determine the association between labor induction and the risk of attention-deficit/hyperactivity disorder (ADHD) among children. Methods: All observational studies (case-control and cohort) were reviewed until September 2020 after searches of the PubMed, Scopus, and Web of Science databases, the gray literature, and conference proceedings. The pooled odds ratios (ORs), relative ratios (RRs), and 95% confidence intervals (CI (swere calculated as random effect estimates of association among studies. Results: All observational studies were reviewed, including 4 cohort studies including 2,885,743 participants and 3 case-control studies including 51,135 participants (10,961 with ADHD and 40,174 in control groups) with a sample size of 2,936,878 participants. The pooled estimates of OR and RR did not indicate a significant association between labor induction and ADHD among children (OR, 1.13; 95% CI, 0.90-1.35) and (RR, 1.10; 95% CI, 0.96-1.24). Conclusions: The findings showed that labor induction is not associated with an increased risk of ADHD among children. However, more studies are needed to investigate the relationship between labor induction and ADHD.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제29권4호
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• pp.150-160
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• 2018

Objectives: This study investigated the effect of social skills training (SST) on facial emotion recognition and discrimination in children with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Methods: Twenty-three children aged 7 to 10 years participated in our SST. They included 15 children diagnosed with ADHD and 8 with ASD. The participants' parents completed the Korean version of the Child Behavior Checklist (K-CBCL), the ADHD Rating Scale, and Conner's Scale at baseline and post-treatment. The participants completed the Korean Wechsler Intelligence Scale for Children-IV (K-WISC-IV) and the Advanced Test of Attention at baseline and the Penn Emotion Recognition and Discrimination Task at baseline and post-treatment. Results: No significant changes in facial emotion recognition and discrimination occurred in either group before and after SST. However, when controlling for the processing speed of K-WISC and the social subscale of K-CBCL, the ADHD group showed more improvement in total (p=0.049), female (p=0.039), sad (p=0.002), mild (p=0.015), female extreme (p=0.005), male mild (p=0.038), and Caucasian (p=0.004) facial expressions than did the ASD group. Conclusion: SST improved facial expression recognition for children with ADHD more effectively than it did for children with ASD, in whom additional training to help emotion recognition and discrimination is needed.

• 아동학회지
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• 제23권5호
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• pp.167-182
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• 2002

The effectiveness of behavior group counseling using the games of children with Attention Deficit Hyperactivity Disorder(ADHD) was studied with 24 primary school children (12 each in the experimental and in the control groups). The subjects were selected on the basis of the Abbreviated Conners Teacher Rating Scale-Revised. The counseling program consisted of 12 sessions over a 6-week period. Effectiveness of the training was evaluated with the Conners Teacher Rating Scale-Revised, the ADHD teacher's rating scale, and the Korea-Child Behavior Checklist. Findings were that the group receiving counseling exhibited improved attention, social relationships, and self control. They also exhibited decreased carelessness-passivity, hyperactivity, hostility and fewer behavior problems.