Earticle

본 연구는 시각적인 장애를 호소하는 ADHD로 진단받은 아동의 유형별 시각 기능의 특징을 확인하고자 하였 다. 연구 대상자는 ADHD로 진단받은 아동 49명으로 시각기능이 정상범위에서 벗어난 경우이다. Korean-ADHD Rating Scale을 이용하여 ADHD 유형을 알아보았고 시각기능 검사를 통해 시각 기능의 문제를 알아보았다. 시각의 문제를 가지고 있는 ADHD 아동들은 부주의 유형(69.4%)이 가장 많았으며 시력은 좋지만 시각 기능 문제가 드러난 경우도 50% 정도 되었다. 주의력결핍 유형에서 근시 관련 시각장애, 과잉활동형 유형에서 난시 관련된 시각장애가 높 게 나타났다. 버전스 기능 장애에서는 폭주부족이 가장 많았으며 유형별 차이는 나타나지 않았다. ADHD 아동의 유형 별 시각장애의 특성은 차이가 나타나므로 시각 기능 장애의 검사와 선별을 통해 아동의 문제행동에 접근하는 것이 필요하다.

The objective of this study is to identify the visual function impairment of children with each type of attention deficit hyperactivity disorder(ADHD). The subjects of this study were 49 children diagnosed with ADHD with visual function out of the normal range. The type of ADHD was investigated using the Korean-ADHD Rating Scale and visual function test. The attention deficit type(69.4%) of ADHD was the most common type among children with ADHD with vision problems. Although their overall naked-eye visual acuity was good, about 50% of the subjects showed problems with visual function. For those with the attention deficit type of ADHD, the myopia-related refractive error was high. For those with the hyperactivity type of ADHD, the astigmatism-related refractive error was higher. For those with vergence function disorder, convergence insufficiency was the most common. As there were differences in the visual impairment characteristics of children with different types of ADHD, it is necessary to approach a child's problem behavior through examination and screening for visual function disorders.

어린이 유튜브 시청에 대한 부모의 3가지 중재(설명적 중재, 제한적 중재, 공동 시청)가 시청 시간, 시청 콘텐츠, 나아가 어린이들의 정서적 불안정과 과잉 행동에 미치는 영향에 대해 알아보았다. 만 4세부터 6세까지 자녀를 둔 부모 459명을 구조방정식을 통해 분석한 결과 시청 시간 감소에는 제한적 중재 가, 교육적인 콘텐츠 시청에는 제한적 중재, 설명적 중재, 공동 시청 순으로 3 가지 중재 모두 긍정적인 영향을 미치는 것으로 나타났다. 유튜브 시청을 적게 하고, 교육적인 콘텐츠를 많이 보는 것은 낮은 수준의 정서적 불안정성과 관련이 있었으며 교육적인 유튜브 시청은 과잉 행동과는 부적인 관련을 보였다. 이와 같은 연구는 어린이 유튜브 시청 시 부모 중재의 영향력을 재평가함과 동시에 유튜브 시청 시간과 콘텐츠 유형이 어린이들의 정서 및 행동과 어떠한 관련이 있는지 알아본 연구라는 점에 의의가 있다.

This study examined the effects of three types of parents’ mediation (descriptive mediation, restrictive mediation, and co-viewing) on children’s YouTube viewing time, type of content consumed, emotional instability and hyperactivity. A SEM analysis of 459 parents of children aged 4 to 6 years old found that the restrictive mediation had a positive effect on reducing viewing time, and all three types of mediation had a positive effect on viewing educational content, in that order: restrictive mediation, descriptive mediation, and co-viewing. Reduced YouTube viewing time and educational content viewing were associated with less emotional instability, and YouTube viewing time was also positively associated with reduced hyperactivity. This study is significant in that it re-evaluates the impact of parents’ mediation on children’s YouTube consumption by dividing it into three specific types, and also examines how children’s viewing time and content affect their emotions and behaviors.

Purpose: The purpose of this study was to identify the predictors influencing on educational intervention for Attention Deficit Hyperactivity Disorder (ADHD) after analyzing the relationship among teachers' internal-external locus of control, leadership type and educational intervention for ADHD. Methods: A cross sectional study design was conducted with 255 teachers in three schools located in D, K and Y city. The data were analyzed by t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression using SPSS 20.0. Results: Internal locus of control showed significantly positive correlations with educational intervention for ADHD. Efficient leadership type, harmony-oriented leadership type showed significant differences in inefficient leadership type on educational intervention for ADHD. Significant factors of the educational intervention were efficient leadership type, harmony-oriented leadership type, task-oriented leadership type and internal locus of control that were explained by 20.0% (F=12.5, p<.001) of educational intervention for ADHD. Conclusion: Based on the findings of this study, it is necessary to have teacher's efficient leadership type focused on ADHD symptoms. Teachers need to enhance their positive domain of internal-external locus of control towards students with ADHD to increase the effectiveness of their educational interventions for ADHD.

Background and Purpose The objective of this study was to determine if the MOXO visualandvocal-distractors-based continuous performance test distinguishes patients with attentiondeficit hyperactivity disorder (ADHD) and neurofibromatosis type 1 (NF1) from those withoutNF1. Methods Thirty-five patients (16 males; mean age 9.91 years) attending a multidisciplinaryNF1 clinic completed the MOXO test. The findings were compared to 532 healthy age-matchedstandardized control subjects (285 males) without ADHD. Results The overall performance in the MOXO text was significantly worse in the NF1group than in controls (p<0.01), but no group-specific pattern was identified. Impulsivity andhyperactivity were significantly more prominent in males than females (p<0.01). Comparedto controls, the NF1 group exhibited significantly more failures to respond to target stimuli inthe presence of visual distractors. Conclusions MOXO scores are abnormal in patients with NF1, but the test cannot differentiatebetween NF1 with ADHD characteristics and ADHD. The test highlights sex differences inADHD characteristics in NF1. Overreactivity to visual distractors may form part of the attentiondeficit in NF1.

Objectives：This study had explored emotional recognition defects in boys with Attention Deficit Hyperactivity Disorder, Combined Type(ADHD-C). Methods：30 boys with ADHD-C were selected and 30 normal boys were selected of matching age and intelligence with ADHD-C under a guideline of IRB for a retrospective study. All of participants were examined intelligence, behavioral symptoms, neurocognitive functions and web based emotional recognition test(ERT). Web based ERT was developed for examine the emotional recognition ability as emotional recognition, emotional discrimination and contextual understanding. Results：In correct response ratio analyses at ERT, boys with ADHD-C showed not any significant differences between groups except for fear at contextual understanding, but in decision making speed at correct response analyses, boys with ADHD-C was slowed significantly than normal group at total mean, and expecially, emotional recognition of positive emotion, and contextual understanding of happy and sickening. Correlational trends between correct response ratio and decision making speed at correct response were significantly different between groups. Finally, for a evaluation emotional recognition defects in boys with ADHD-C, a using of both correct response ratio and decision making speed at correct response are proper than a using each index, separately. Conclusions：This result had replicated emotional recognition defects at ADHD-C in researches using physiological indices or parameters as MEG, fMRI, and ERP, and showed characteristic emotional recognition defects at ADHD-C and usability of ERT for a evaluation of ADHD-C.

Purpose: The purpose of this research was to identify the relationship of empathy, communication style, and coping type with students exhibiting a attention deficit disorder hyperactivity (ADHD). Methods: Participants were 238 elementary school teachers living in 5 cities in Korea. The teacher’s answered questions about their empathy level,communication style and coping type when teaching students with ADHD. Data were analyzed using t-test, one-way ANOVA, and Pearson correlation coefficients with SPSS 21.0. Results: Teachers’ cognitive and emotional empathy were at the same level. For communication styles used by the teachers, reception-encouragement was the most widely used and nonreception-commanding style was the least widely used. With regard to how to deal with student with ADHD, passive coping type was most widely used and active and negative coping followed in that order. Teachers with higher levels of empathy, used more active coping. For communication, the correlation between reception-encouragement and passive coping had the highest level. Conclusion: These result suggest the necessity of developing and providing empathy boosting programs about students with ADHD as well as special workshops to increase communication efficacy and coping skills with school-aged ADHD students.

Purpose: The purpose of this study was to identify predictors influencing relational self and negative thinking on coping among teachers working with students with attention deficit hyperactivity disorder (ADHD). Methods: A cross sectional study design was conducted with 212 teachers in six elementary schools located in D and C cities. Data were analyzed using t test, one way ANOVA, Pearson's correlation coefficients, and stepwise regression analysis with SPSS 18.0. Results: The significant predictive factor for the active coping type was perceived support in relational self. Empathy care was as a significant factor for the passive coping type. Relationship avoidance and agency were significant predictive factors for negative coping with ADHD students. Active and passive coping had significant negative correlations with social worry. Significant factors for positive coping were attendance at ADHD workshops and number of years of teaching. Conclusion: Results suggest that it is important to focus on teachers having a positive aspect in the classroom, using new strategies, and understanding their own inner factors of perceived support and empathy care in order to provide positive coping and enhance relationships with ADHD students. To further enhance positive coping and perceived support and to reduce social worry, teachers should use community resources, especially psychiatric health nurses.