Earticle

본 연구의 목적은 음악치료 전공생들이 자폐스펙트럼장애 아동을 대상으로 음악치료 인턴십을 진행한 경험에 대해 고찰하는 것이다. 연구자는 자폐스펙트럼장애 아동을 대상으로 인턴십을 진행한 경험이 있는 음악치료 전공 생 8명과 심층 면담을 진행하였고, 합의적 질적 연구 방법으로 결과를 분석하였다. 분석한 결과 ‘인턴 준비 과정’, ‘자폐스펙트럼장애 아동과의 긍정적 경험’, ‘인턴십에서의 어려움’, ‘인턴십에서의 문제 해결을 위한 노력’, ‘인턴 십을 통한 성장’ 총 5개의 영역과 21개의 범주가 도출되었다. 음악치료 전공생들은 자폐스펙트럼장애 아동과 긍정적인 상호작용을 경험하였고 내담자의 변화를 발견하며 보람과 성취감 등의 긍정적인 정서를 경험하였다. 음악치료 전공생은 부족한 전문성과 자폐스펙트럼장애의 병리적 특성으로 인한 어려움이 있음에도 문제를 해결하 기 위한 노력을 지속하였다. 이를 통해 음악치료 전공생들은 치료적 태도와 음악 중재 기술 등의 영역에서 성장을 경험하였다. 이 연구의 의의는 음악치료 전공생들에게 자폐스펙트럼장애 아동 대상 인턴십 경험을 이해할 수 있도록 돕고, 음악치료 인턴십 과정 및 자폐스펙트럼장애 아동 대상 음악치료 관련 교육 및 연구의 기초 자료를 제공하는 데 있다.

The purpose of this study is to investigate the experiences of music therapy students majoring in music therapy for children with Autism Spectrum Disorder. The researcher conducted in-depth interviews with eight students majoring in music therapy who had experience working with children with autism spectrum disorder through internships, and analyzed the results using a consensus qualitative research method. As a result of the analysis, a total of 5 areas and 21 categories were derived: 'intern preparation process', 'positive experience with children with autism spectrum disorder', 'difficulty in internship', 'effort to solve problems in internship', and 'growth through internship'. Music therapy students experienced positive interactions with children with autism spectrum disorder, observed changes in their clients, and felt positive emotions such as reward and achievement. Music therapy students continued their efforts to solve problems despite the difficulties caused by insufficient expertise and pathological characteristics of autism spectrum disorder. Through this, music therapy students experienced growth in areas such as therapeutic attitudes and music intervention skills. The significance of this study lies in helping music therapy majors understand internship experiences for children with autism spectrum disorder and providing basic data on music therapy internship courses and music therapy for children with autism spectrum disorder.

e스포츠는 2018 자카르타․팔렘방 아시안게임을 통해 국제 스포츠 무대에 정식으로 데뷔했고, 2022 항저우 아 시안게임에서는 정식종목으로 채택됐다. 하나의 게임으로 등장한 이후 많은 시간이 흘렀고 사회적 실체 (substance)로서의 의미와 존재는 더욱 뚜렷해지고 있다. 그럼에도 불구하고 여전히 ‘e스포츠는 스포츠인가’ 라는 문제에 대해서는 회의적인 시각이 있는 것이 사실이다. e스포츠를 ‘스포츠로 바라볼 수 없다’는 반대의 여러 시각 중에서, e스포츠의 신체성(physicality)와 관련한 문제는 명확한 합의점을 찾지 못하고 있다. 본 연구 는 이를 해결하기 위한 방안으로‘신체성 스펙트럼(physicality spectrum)’이라는 개념을 제시한다. 신체성 스 펙트럼은 ‘신체활동의 강도(intensity)를 불연속적인 아닌, 일련의 연속적인 단계로 파악하고, 활동성 정도(activity level)는 우열을 판단할 수 없는 각 스포츠 고유의 특성’임을 제안했다. 이에 따라 e스포츠는 경쟁과 제도화된 규칙 등 스포츠의 특성을 가지면서도 동시에 가상세계 등, e스포츠 특유의 속성을 가진 스포츠로 볼 수 있다.

Since its official debut on the international sports stage through the 2018 Jakarta-Palembang Asian Games, e-sports has been adopted as an official event at the 2022 Hangzhou Asian Games. A lot of time has passed since it emerged as a game, and its meaning and existence as a social entity is becoming clearer. Nevertheless, it is true that there is still skepticism about the question of 'Is e-sports a sport?' Among the many objections that e-sports cannot be viewed as sports, the issue related to the physicality of e-sports has not reached a clear consensus. This study proposes the concept of 'physicality spectrum' as a way to solve this problem. It is suggested that the physical spectrum identifies the intensity of physical activity as a series of successive steps, not a discontinuous one, and that the activity level is a characteristic unique to each sport that cannot be judged superior or inferior. Accordingly, e-sports can be viewed as sports with unique attributes such as virtual world while having the characteristics of sports such as competition and institutionalized rules.

This study aimed to verify the effectiveness of Family Participation Intervention (FPI) for children with Autism Spectrum Disorders (ASD) by integrating and comparing effect sizes of single-subject studies published in Republic of Korea between 2000 and 2021. For this purpose, twenty-seven dissertations and journals were selected based on predefined criteria and were analyzed. Effect sizes were calculated according to various variables such as treatment approach, goals, subject group charac teristics, and session characteristics using a random effects model. The results are as follows. First, the overall effect size of FPI for children with ASD was Tau-U .88, indicating a medium effect. Additionally, the effect size for the maintenance phase was Tau-U .95, indicating a large effect. Second, this study found that for elementary school students, using a community-cen tered or play (activity)-centered approach with the goal of improving adaptive behavior, involving various family members, conducting at least 20 sessions, showed better effects than other condition. This study is meaningful in that it verifies the ef fectiveness and validity of FPI for children with ASD. Additionally, it provides detailed information on the factors improving the intervention effectiveness.

Purpose: This study aims to investigate the current status of affiliate stigma among parents of autistic children, analyze the influencing factors, explore the relationship among mindfulness, coping styles, and affiliate stigma, and verify the mediating role of coping styles between mindfulness and affiliate stigma in parents of children with autism in China. Method: Between February and April 2023, the Child Development Behaviour Centre of a public hospital in China recruited 345 parents of children with autism. These parents completed the general information questionnaire, the Mindful Attention Awareness Scale, the Affiliate Stigma Scale, and the Simple Coping Style Questionnaire. We then adapted the Hayes Process Macro and Bootstrap methods to examine the mediating effects of coping styles between mindfulness and affiliate stigma. Results: (1) The total affiliate stigma score of parents of children with autism was 48.53 (standard deviation:: 10.74). Parents' age, monthly family income, duration of care, mindfulness, and coping styles were the influencing factors of parental affiliate stigma. (2) Mindfulness was positively correlated with positive coping style (r = 0.33, p < .01) and negatively correlated with negative coping style, affiliate stigma (r = -0.38, -0.39, p < .01), whereas affiliate stigma was negatively correlated with positive coping style (r = -0.34, p < .01) and positively correlated with negative coping style (r = 0.41, p < .01). (3) Positive coping style and negative coping style play a parallel mediating role between mindfulness and affiliate stigma of parents of autistic children. Conclusions: Parents of children with autism experience significant levels of affiliate stigma. Mindfulness has a direct impact on associated stigma in parents of children with autism and also indirectly predicts associated stigma through the intermediary influence of positive and negative coping styles. Healthcare professionals could perform mindfulness interventions from an optimistic psychology viewpoint to boost parents' mindfulness and coping abilities, thereby accomplishing the objective of mitigating affiliate stigma.

Objective To investigate if therapeutic horseback riding (THR) can improve language and cognitive function in children with autism spectrum disorder (ASD) or intellectual disability (ID). Methods We conducted a prospective case-control study on children diagnosed with ASD or ID. Eighteen and 11 children were enrolled for THR and control groups, respectively. For 8 weeks, those in the THR group underwent conventional therapy plus 30 minutes of THR per week while controls only received conventional therapy. Participants’ language (using Receptive and Expressive Vocabulary Test [REVT] and Preschool Receptive-Expressive Language Scale [PRES]) and cognitive abilities (using Kaufman Assessment Battery for Children [K-ABC] and the cognitive domain of Bayley Scales of Infant Development-II [BSID-II]) were assessed at baseline and at 8 weeks after treatment. Results There was no baseline difference between the two groups. In the THR group, there were statistically significant improvements in most domains after THR including receptive and expressive language and cognition compared to those before THR. In the control group, however, only receptive vocabulary ability assessed by REVT and cognitive function assessed by BSID-II showed improvements after conventional therapy. However, there were no statistically significant differences in language or cognitive abilities between the two groups at 8 weeks after treatment. Conclusion These results suggest that THR might improve language and cognitive abilities. Although the mechanisms and pathways involved in such improvements are currently unclear based on our findings, THR might have potential to optimize language and cognitive abilities of children with ASD and ID.

Purpose: The purpose of this study is to examine the association between each phase of the Life Transition Process (LTP) and depressive symptoms among parents of children with Autism Spectrum Disorder (ASD). Methods: Using a cross-sectional study design, data pertaining to LTP and depressive symptoms were collected from 285 parents of children with ASD (101 fathers and 184 mothers). Participants were recruited through the Autism Society of Korea and a counseling center for families of children with ASD. Results: Using a cut-off point of 5 or higher on the Beck Depression Inventory-Short Form, more than half of the parents (53.4%) were deemed depressed; these parents experienced moderate (27.4%) to severe (11.6%) levels of depressive symptoms. A hierarchical multiple regression using the socio-demographic characteristics of children and parents and each phase of the LTP as predictors, found that lower income (β=-.14, p=.007) and greater scores for the wandering phase (β=.59, p<.001) were significant predictors of greater levels of depressive symptoms. Conclusion: These findings confirm the association between LTP and depressive symptoms for parents of children with ASD, who were found to have a greater risk of depressive symptoms during wandering phase.

This study aimed to construct a concretely actionable organizational operating plans by creating the meaning of subject matter education in the lifelong education of people with ASD. As a research method, FGI targeting special education teachers and rehabilitation welfare specialists was used. As a research method, FGI targeting each group of special education teachers and rehabilitation welfare specialists was used.. The research contents and results were presented as a means of creating the meaning of subject matter education for lifelong education of people with ASD and an organizational operation plans through it. First, the meaning of subject matter education for lifelong education of people with ASD was created as a principle and concrete means to support the long-term lifelong education approach of people with ASD. The long-term approach principles for lifelong education of people with ASD were presented as systematic, relevance, and universal. Next, concrete means for a long-term approach to lifelong education for people with ASD include adult career learning roadmap, diversity of curriculum areas, basic convergence with school-age-centered special education fields (a critical period of transition education), and educational content. The basic and advanced level of education, the link between related institutions centered on the curriculum, the generalization effect of experiential learning-based adult life, the generalization of curriculum guidelines and explanations, and the implementation basis such as schools and teachers were presented from the perspective of subject matter education. Second, in the organizational operating plans of subject matter education for the lifelong education of people with ASD, a procedural flow was presented that could operate and feedback the subject-centered curriculum through linkage between national ministries, base universities, and local related institutions. As a result of the study, it was analyzed that the practical meaning of subject matter education for lifelong education of people with ASD has major value in justifying the content principle and organizational structure of the lifelong education curriculum.

스펙트럼자폐 장애를 가진 아이가 있는 가정은 전반적인 가족생활에 대해 많은 영향이 미칠 수 있다. 이 질환은 다 른 사람과의 상호관계를 맺는 아이들의 능력에 영향을 미치기 때문에, 가족 구성원들 모두가 겪는 힘든 시간적 결합 을 가질 수 있다. 또한, 아이의 일상 관리에참여하는 사람, 특히 응집력이 큰 가족 구성원 등은 더욱 스트레스에 노출 될 수 있다. 스펙트럼자폐 장애 아동을 둔 대부분의 부모들은 고가의 치료비를 필요로 하는데, 종종 부모 중 하나는 모든 치료와 아이를 돌보기 위하여 자신의 일을 포기하기도 하며, 더욱이 아이의 치료를 위해 자격을 갖춘 전문가에 지불할 비용 을 마련해야하는 경제적 어려움에 처해 있다. 따라서 많은 가족이 고가의 치료비용을 지불하기 위해 자신의 집을 담 보로 대출을 받기도 하지만 그들 중 대부분은 경제적 어려움으로 보험이 적용되지 않거나 제한되는 어려움이있다. 이에 본 논문은 어려움을 겪고 있는 가족과 특히 부모를 위한 재정 부담을 최소화하고 자녀에 대한 치료 효과를 극 대화하기 위해, 1990년에서 2014년 사이에 발표되었던 논문 가운데1) 자폐증, 2) 사회적 기술 '자폐 스펙트럼 장애 아동을위한 그룹의 개입' 3) 치료, 중재, 또는교육, 4) 효과, 5) 증거 기반의 영역에서 위와 같은 용어의 다양한 조합 을 사용하여 확인된 연구의 문헌 검토와 이제까지 실시되었던 스펙트럼자폐 장애 아동을 위한 전문실무자들의 실천 프로그램을 바탕으로 효과적 증거를 분석하고자 하였다. 위의 논문들을 분석한 증거 기반실천에서 알 수 있듯이 개 입을 준비하는데 필요한 두 가지 중요한 구성 요소를 다음과 같이제안한다: 1) 정확한 진단 테스트, 예후 마커로 잠 재적 효과와 치료의 안전성 평가 등을 식별하여 진료의 정확한 선택과 임상적 연구를 체계적으로 활용하여야 한다. 2) 실무자는 정보가자신의 치료 결정을 알리기 위해 여러 소스에서 그릴 것으로 예상된다. 요약 제시된 <표 1>은 자폐증 스펙트럼을 가진 아동에 대한 집단 개입을 보장하기 위한 연구에서 미국의 저널에 발 표 된 논문 가운데 최고의 증거를 기반으로, 가장 효과적인 것으로입증된 14개 논문을 분석한 한 결과이다. 따라서 검토의 결과로 개입 모델과 기술의 유형을밝힘으로 실천현장에서 치료에 애쓰는 전문실무자들과 부모들에게 도움 을 주고자 한다.

Having a child with an autism spectrum disorder can have a profound effect on family life. Since thesedisorders affect the ability of children to have relationships with others, they may have a hard time bonding withother family members. In addition, a great amount of stress can be placed on family members, particularly thosewho are involved in daily care of the child. Often one of the parents has to give up their job to take care of thechild and help with all the therapies, and because of the difficulty and cost of finding qualified help. Mostchildren with autism require many expensive therapies. Many of them are not covered by insurance, or arelimited. Many families end up taking out loans or a second mortgage on their home to pay for all the therapies. In order to minimize the financial burden for parents and to maximize the treatment effectiveness for the child,practitioners must keep following two components in preparing for intervention as evidence-based practicesuggests: 1) Practitioners make systematic use of clinically relevant research to select accurate and precisediagnostic tests, identify prognostic markers, and assess the potential effectiveness and safety of different kinds oftreatments; 2) Practitioners are expected to draw from multiple sources for information to inform their treatmentdecisions. To ensure the intervention for a child with Autism Spectrum is based on the best evidence fromwell-conducted research, fourteen articles published in U.S journals were carefully selected and reviewed based onthe criteria. The results of review were summarized in a table to inform the practitioners and parents of whattype of intervention model and skills/techniques were proven to be the most effective.

The purpose of this study was to investigate the effects of an 8-week Taekwondo (TKD) intervention on balance in children with autism spec-trum disorder (ASD). A total of 14 children with ASD participated in this study. Eight children (eight males; mean age, 10.25±2.38 yr) completed TKD intervention (50 min/2 times/8 week), and six children received no intervention serving as controls (five males, one female; mean age, 10.00±2.83 yr). A computed posturography system with a long force-plate (NeuroCom Balance Master) was used to evaluate static (double and single leg stance with various test conditions) and functional bal-ance (step-quick-turn). Balance was measured before and after the in-tervention. A mixed-model analysis of variance showed a significant group by time interaction in single leg stance balance. After the inter-vention, the TKD group displayed a greater improvement in single leg stance balance with eyes closed condition than the control group (P=0.046). Within-group analysis showed that the TKD group signifi-cantly improved single leg stance balance with eyes open condition (P=0.014). In addition, TKD group displayed trends of improvements in double leg stance balance with unstable surface under eyes closed condition (ES=0.83) and step-quick-turn (Cohen d [ES]=0.70). The con-trol group did not show any significant changes in balance outcomes. In conclusion, TKD training can help children with ASD improve their balance. Children with ASD also showed a high rate of adherence (92%) to the TKD training. Our findings suggest that TKD can be a fun, feasible, and effective therapeutic option for balance improvement of children with ASD.

Autism spectrum disorder (ASD) is characterized by social and interpersonal communication disabilities and repetitive motor activities. A deficit in social interaction may be due to motor and synchronization disabilities in individuals with ASD. These disabilities serve as a hindrance for the progression of day-to-day life. ASD individuals are known to have variations in the neural network contributing to changes in their oral-motor activity. As the brain has experience-dependent structural plasticity, these changes in the neural network can probably be reversed with appropriate treatment Music playing a universal role in human life has been studied for its therapeutic potential in rehabilitation of ASD individuals. Music and rhythm have shown a significant potential in improving the oral-motor activities of people affected by ASD. Music based interventions are being used for children diagnosed with ASDs to improve their social communication and motor skills. This article represents the possible role of rhythmic cueing for sensorimotor regulation in ASD individuals. This can serve as a base for further research for the impact of musical therapy on coordination and oral-motor synchronization of individuals diagnosed with ASD.

이 연구는 개별 음악치료 환경에서 자폐 범주성 장애 아동의 상호작용을 측정하기 위한 평 가도구의 개발을 목적으로 이루어졌다. 문항개발을 위해 관련 문헌조사, 자폐 범주성 장애 유아의 직접 관찰, 그리고 전문가와의 심층면담을 가졌으며 이후 예비검사와 내용타당도 검증의 절차를 거쳤다. 이를 통해 선정된 99개의 문항으로 본 검사를 실시하였는데, 유아교 육기관과 유아특수학교, 병원, 치료실을 선정하여 이들 각 기관의 전문가에게 300부의 검사 지를 배부하였고, 이 중 수거된 288부를 분석하였다. 분석 과정은 문항분석, 신뢰도 검증, 그리고 타당도 검증의 절차를 거쳤다. 문항분석 과정으로서 문항반응분포와 문항전체상관 분석을 실시하였으며, 이후 신뢰도 검증 과정을 거쳐 문항을 추출하였다. 또한 내용타당도 와 구인타당도, 공인타당도를 각각 실시하여 검사의 타당도를 검증하고 최종문항을 선정하 였다. 그 결과, 최종문항으로는 정서, 공동놀이, 지시반응성의 3개의 요인으로 구성된 총 46 문항이 선정되었다.

The objective of this study is to develop an assessment tool for measuring the social interactions of preschool children with autism-spectrum disorders (ASD) in an individual music therapy setting. In order to draft a questionnaire as an assessment tool, we researched the current literature, performed direct observations of preschool children with ASD, and conducted in-depth interviews with experts in the field. The drafted questionnaire went through preliminary tests and a content validity test, and 99 question items were chosen for the main questionnaire. A total of 300 questionnaires were distributed to experts in selected institutions such as education facilities for preschool children, schools for disabled preschool children, hospitals, and music therapy clinics. Of these, 288 were collected and analyzed with a question item analysis, a reliability test, and a validity test. For the question item analysis, the response distribution of each item and its total correlation with the other items were calculated. The question item analysis was followed by a reliability test in which appropriate question items were extracted. Finally, we conducted the validity test for items—focusing on content validity, construct validity, and concurrent validity. These tests led to the final selection of 46 question items that were able to be grouped into three factors regarding emotions, group play, and responsiveness to instruction.

This study investigated the effects of participating in an educational ex-ercise program on physical fitness and gross motor function (GMF) in adults with varying degrees of autistic spectrum disorder (ASD). The subjects consisted of 35 voluntary male participants between 20 and 29 years of age who were allocated to one of two groups: mild ASD (n=17) group and severe ASD (n=18) group. All selected tests for physical fit-ness, including body composition and GMF, have been used in previous studies. The results were as follows: first, with the exception of the bas-al metabolic rate, there were significant differences in the interaction of all other body composition variables. Second, there were significant differences in the interaction of almost all physical fitness variables, ex-cept for muscle strength. Finally, although there were significant differ-ences in the interaction of all variables, except the locomotion skill for hopping, there were significant differences in the interaction of all vari-ables of object control skill. Specifically, although the Δ% in the sum of locomotion skill in mild ASD group increased ~19.81%, that of severe ASD group decreased ~4.78%. The Δ% in the sum of object control skill in mild ASD group improved ~29.96%, while that of severe ASD group reduced ~15.2%. In conclusion, it is thought that these results are due to the better understanding of educational exercise and better perfor-mance of educational exercise in adults with mild ASD compared to adults with severe ASD.

The presented study investigated the extent to which engaging in a therapeutic sporting programme in males with severe autism spectrum disorder (ASD) improves the debilitating behaviours commonly associ-ated with ASD. Furthermore, the views of parents of the autistic partici-pants were assessed concerning the effectiveness of the programme. Participants were eight 13- to 20-year-old males born in the United Kingdom from a school and sports college for pupils with severe learn-ing difficulties. The selection was using volunteer sampling from the “Monday Club” initiative, run by Saracens Sports Foundation in part-nership with a local school and specialist sports college. The Gilliam Autism Rating Scale, 3rd edition was administered to identify and mea-sure the severity of ASD behaviours at four time periods namely: at pro-gramme entry as the baseline (Time 1, T1), a second time after 8 weeks (Time 2, T2), a third time after 16 weeks (Time 3, T3), and a fourth time post programme (Time 4, T4). The results showed that for the more se-vere cases of ASD (Autism Index >101) there was no positive change in subscale performance from T1 to T2. For milder cases (Autism Index, 71.100) there were subtle non-significant improvements on the sub-scale scores from T1 to T2. Of the 6 subscales at T2, emotional respons-es, cognitive style, and maladaptive speech approached significance at the P=0.05 level. At T3 and T4, there was also no statistically significant improvement in ASD behaviours compared to the baseline for either condition. Finally parents’ were “very satisfied” with their child’s partici-pation in the physical activity programme.

본 연구는 6-9세의 고기능 자폐스펙트럼장애 아동을 선별하는 도구인 ASSQ의 타당성을 밝히고 ASSQ와 마음이론, 실행기능, 사회적 기술 간의 관계를 규명하였다. 연구대상은 6-9세의 정상아동 54명과 고기능자폐장애아동 57명, 총 111명이었고 대상아동의 ASSQ와 마음이론, 실행기능, 사회적 기술을 평가하여 비교하였다. 통계처리는 연령과 지능을 공변인으로 하는 일원공변량분석, ASSQ와 각 변인들 간의 상관분석과 단계적 중다회귀분석을 실시하였다. 또한 고기능 자폐스펙트럼장애 집단의 ASSQ와 CARS의 상관분석을 실시하였다. 연구결과 고기능 자폐스펙트럼장애 아동은 정상아동에 비해 ASSQ가 유의하게 높고 이차틀린믿음과 고급마음이론, 깃발들기 정반응을 제외한 실행기능, 사회적 기술이 유의하게 낮고 문제행동은 높은 것으로 나타났다. 논의에서는 ASSQ의 타당성과, 고기능 자폐스펙트럼 장애아동의 마음이론과 실행기능, 사회적 기술의 관계에 대하여 중점적으로 논의하였다.

The purpose of this study is to examine the validity of ASSQ and the relationship among ASSQ, theory of mind, executive function, and social skills for age of 6-9 children. The participants of this study are 54 normal children and 57 children with high functioning autism spectrum disorder. The data of ASSQ, theory of mind, executive function and social skills are analyzed and compared to validate the ASSQ as a screening assessment instrument. One way ANCOVAs with age and IQ as covariates to compare the differences between normal and high functioning autism spectrum group, Pearson Correlation(partial correlation) and Multiple Regressions are conducted. The results showed the high functioning autism spectrum disorder group is higher in ASSQ, and lower in secondary false belief task and advanced theory of mind and executive function than the normal control group. They also showed that the autistic group is higher in problem behaviors and lower in social skills than the control group.

최근 들어 성인기 자폐성장애인의 고용, 여가, 지역사회 참여 등에 대한 관심이 증가하고 있고, 특히 성인기의 자립생활을 위한 고용 지원의 중요성이 강조되고 있다. 본 연구는 자폐성장애 성인의 고용 맥락의 사회적 커뮤니케이션 경험을 살펴보고, 이를 통해 이들의 고용 경험 자체와 고용환경에서 경험하는 사회적 커뮤니케이션의 어려움, 영향을 미치는 요인이 무엇인지를 파악, 논의를 통한 지원방안을 모색하였다. 학교 행정 도우미 및 도서관 사서보조로 취업 중인 자폐성장애인 4명과 이들의 직장동료 4명을 대상으로 반구조화된 심층면담을 진행했고, 고용과 사회적 커뮤니케이션 경험에 초점을 두고 면담 자료를 분석하여 다음과 같은 연구결과를 도출하였다. 자폐성장애인에게 직장은 사회·경제활동 참여와 삶의 만족을 부여하고 있었고, 장애 특성이 이들의 직장생활 전반에 어려움을 경험하게 하여, 적절한 지원이 제공되어야 함을 알 수 있었다. 또한 고용환경의 커뮤니케이션은 업무와 관계 측면에서 나눠 살펴 볼 수 있었고, 자폐성장애인의 고용과 관련한 전반적인 지원요구를 확인 할 수 있었다.

Recently, problems of adults with ASD, concerning their employment, leisure, community participation, etc., have received interest because the social participation of those with ASD has been increasing. specifically, the importance of hiring employees with ASD to facilitate their independent living is being emphasized upon. The present study examined the work-life experience of adults with ASD, with special reference to social communication. Through this, the present study aimed to identify the factors that influences the difficulties in the social communication that they face in their work environment, and to seek effective support measures through discussions. Therefore, semi-structured in-depth interviews were conducted with four people with ASD and four of their work colleagues. The analysis of the content of the interviews focused on the employment and social communication experiences of participants. For adults with ASD, work provides chances of participating in social and economic activities, and leads to satisfaction with their current life. The characteristics of ASD influenced the work life of the research participants in general, and in order for them to retain their jobs, employees’ consideration supports are necessary. The communication that people with ASD experience in the working environment could be observed in two contexts: work related aspects and relationship aspects. Lastly, the needs for support related to employment for people with ASD were observed.

본 연구는 국내외 ASD 치료 관련 논문을 고찰하고, 국내의 ASD 근거기반치료 가이드라인을 제시하는 것을 목적으로 하였다. 이를 위해먼저, ASD의 진단과 특성, 유병률, 공병률을 살펴보았고, 다음으로 해외에서 진행된 치료효과 고찰 연구들을 정리하여 ASD의 근거기반치료로 제시된 것이 무엇인지, 특정 문제에 대한 구체적인 개입요소에는 어떠한 것이 있는지를 확인하였다. 국내의 경우, 1990년에서 2018년까지 진행된 ASD 치료 관련 연구들을 해외의 고찰 논문과 동일한 기준에 준하여 종합적으로 고찰, 분석하였다. 마지막으로, 최근의 치료흐름을 반영하여 기술 기반 치료 프로그램을 사용한 국내외 문헌들을 고찰하였고, 이에 대한 구체적인 정보도 함께 제공하였다. 고찰 결과, 응용행동분석(applied behavior analysis, ABA)을 이용한 다양한 치료기법과 그 패키지가 ASD의 다양한 증상의 향상과 개선에 효과적인 것으로 밝혀졌다. 이 결과를 토대로 국내 ASD 근거기반치료에 관한 최종 권고안을 제시하였으며, 고찰의 시사점과 추후 연구 방향도언급하였다.

This study aimed to review Korean and foreign treatment outcome studies on autism spectrum disorder (ASD) and to provide treatment guidelines for persons with ASD. After summarizing the diagnostic criteria, clinical features, prevalence, and comorbidity of ASD, reviews of treatment outcome studies on ASD published outside Korea were examined to identify the evidence-based treatments for ASD. Twenty-seven specific intervention techniques were identified. Articles published in Korean journals were then analyzed using the same criteria. Subsequently, findings on the effectiveness of a technology-based intervention, a new form of treatment, were summarized based on treatment outcome studies published abroad and in Korea. The present results showed that treatment programs based on the principles of applied behavior analysis (ABA) are effective in improving the functions and abilities of persons with ASD and in reducing ASD symptoms. Based on these results, treatment guidelines for ASD are provided and future directions for domestic studies are suggested.

자폐스펙트럼장애는 조기 진단과 중재가 발달 예후에 대단히 중요한 영향을 미친다. 따라서 생후 초기에 나타나는 장애 관련 행동을 파악하고 진단의 시기를 앞당기기 위한 부단한 노력들이 수행되어 왔으며, 실제로 진단이 가능한 연령대가 점차 낮아지고 있다. 자폐스펙트럼장애 아동을 초기에 발견하여 장애 진단을 통한 적합한 교육 프로그램과의 연계를 위해서는 영유아기 아동을 대상으로 하는 적극적인 선별 및 추적 체계가 가동되어야 한다. 자폐스펙트럼장애 아동들의 조기 선별을 위해서는 이들이 기존의 검사도구 보다 이른 시기에 쉽고 간편하게 검사를 실시할 수 있는 선별 및 진단 검사를 개발하는 것이 필요하며, 이는 자폐스펙트럼장애 의심 영유아의 효과적인 중재를 위한 최우선과제 중 하나라고 할 수 있다. 따라서 이 연구는 자폐스펙트럼장애 아동의 조기 발견과 관련해서 첫 걸음이라 할 수 있는 선별 체계 수립의 중요성을 강조하고 그 가능성을 모색하기 위한 기초자료 제공을 목적으로 수행되었다.

Autism spectrum disorder is a disorder in which early diagnosis and intervention have a very important effect on developmental prognosis. Therefore, constant efforts have been made to identify disability-related behaviors that appear at the beginning of life and speed up the timing of diagnosis, and the age range for diagnosis is gradually decreasing. In order to detect children with autism spectrum disorders in the early stages and link them with appropriate educational programs through diagnosis of disability, an active screening and tracking system for infants and toddlers should be operated. For early screening of children with autism spectrum disorder, it is necessary to develop screening and diagnostic tests that can be easily and easily tested earlier than existing test tools, which can be said to be one of the top priorities for effective intervention of infants with autism spectrum disorder. Therefore, this study was conducted with the aim of providing basic data to emphasize the importance of establishing a screening system, which is the first step in early detection of children with autism spectrum disorder, and to provide basic data to search the possibilities.

움직임이나 운동의 어려움은 비전형적인 발달의 첫 징후가 될 수 있다. 이 연구의 목적은 자폐스펙트럼장애의 움직임 및 운동과 관련된 내용들을 깊이 있게 이해하기 위해, 관련 선행 연구들을 검토하는 것이다. 이에 자폐스펙트럼장애의 감각-운동 문제, 운동 발달, 운동 기술, 초기 운동 징후 등과 관련한 선행 연구들의 내용과 결과를 탐색하고 검토하였다. 자폐스펙트럼장애의 움직임 및 운동과 관련한 연구 결과들이 향후 그들에게서 보여지는 움직임이나 운동의 어려움을 이해하고 중재 방법들을 고안하는 데 있어 기초자료로 활용될 수 있을 것이다.

Difficulties in movement or motor can be the first sign of atypical development. The purpose of this study was to review related prior studies to deeply understand the movement and motor-related contents of autism spectrum disorder. Accordingly, the contents and results of previous studies related to sensory-motor problems, motor development, motor skills, and early signs of motor in autism spectrum disorders were explored and reviewed. Research results related to the movement and motor of autism spectrum disorders can be used as basic data in understanding the difficulties of movement or motor shown in them in the future and designing intervention methods.

자폐 스펙트럼 장애(Autism Spectrum Disorder, ASD)는 지적장애와 높은 비율의 동반이환을 보인다고 알려져 있음에도, 기존의 EEG 연구는 이러한 동반이환에 대한 고려 없이 단순히 ASD 집단과 정상 발달 집단을 비교하였다. 본 연구의 목적은 지적장애를 동반한 ASD 집단과 지적장애 집단의 EEG 파워를 비교하는 것이다. 이러한 목적을 위해 2채널 EEG 디바이스를 이용해 휴식 조건과 특정 과제 조건에서 각 집단의 EEG 파워를 비교하였다. EEG 파워의 경우 각 주파수에서의 절대 파워와 상대 파워를 계산하였다. 연구 결과, 휴식 조건의 경우 모든 주파수의 절대 및 상대 파워에서 집단 간 유의한 차이가 나타나지 않았고, 과제 조건의 경우 감마 주파수의 절대 파워를 제외한 모든 절대 및 상대 파워에서 집단 간 유의한 차이가 나타나지 않았다. 이러한 결과는 ASD와 지적장애 집단의 EEG 패턴이 유사성을 가지며, 추후 ASD 집단을 대상으로한 EEG 연구 시 지적장애 여부에 대한 고려가 필수적임을 시사한다.

Persons with autism spectrum disorder(ASD) show high rates of comorbidity with intellectual disability(ID). However, previous EEG studies simply compared ASD group to typical developing group without considering comorbidity. The purpose of this study was to compare EEG power of persons with ID to that of persons with ASD comorbid with ID. For this purpose, EEG was measured using a portable 2 channel device, Braino, at rest and during a specific task. Absolute and relative power of various frequency bands were calculated. The results showed that there were no group differences in all frequency bands at rest and in all frequency bands except absolute gamma power during a task. In terms of absolute gamma power, persons with ASD comorbid with ID showed a significantly higher power than that of persons with ID. Theses results suggested that there were similarities in EEG power of ASD and ID, therefore it is necessary to control for ID when conducting EEG power in persons with ASD.