관찰표현활동을 통한 주의력결핍 아동의 집중력 향상에 관한 연구

A Study on the Use of Observation-Expression Activity to Improve the Concentration of Children with Attention Deficit Disorder

이 연구는 관찰하는 능력이 부족한 주의력결핍 아동들의 표현력과 집중력을 향상시키기 위하여 관찰표현 활동을 통해 관찰력과 표현력을 신장시키고, 산만하고 부주의한 면을 개선하여 환경에 잘 적응할 수 있도록, 관찰표현 프로그램을 구안하여 주의력결핍 아동들에게 적용하는 것이다. 프로그램의 실행 전과 후에 ADHD 행동평정척도, 명화를 이용한 주의력 검사도구와 KHTP 그림 검사를 통하여 아동의 변화를 분석한 결과, 관찰표현 프로그램의 실행으로 미적 표현력이 신장되었고, 부주의와 과잉행동 및 충동성이 개선되었으며, 시각적 사고력이 길러졌음을 알 수 있었다. 또한 자신감이 강화되고 표현의욕이 높아져 적극적이고 창의적인 미술적 태도의 형성에 도움이 되었으며, 정서적으로 안정이 되어 학교생활에의 적응력이 높아졌다. 주에어 : 주의력결핍, ADHA행동평정척도, KHTP 그림검사

A number of artistic-expression activities were used in art education to mold and promote behavioral improvement in children and to enhance their ability to concentrate. The goal of these activities was to increase the children's capabilities for expression and learning. An increase in capabilities for expression and concentration is particularly important for children with attention deficit disorder because they lack the ability to carefully observe their surrounding environment. The purpose of this thesis is to help children adapt to their environment by using observation-expression activities to improve their ability to concentrate and to heighten their skills for observation and expression. To accomplish this purpose, and observation-expression program was devised and applied to children with attention deficit disorder. To heighten the effectiveness of this thesis, the program was used with perception tasks for focused attention training. Qualitative and quantitative measurements were taken before and after the program activities. These measurements included the ADHD behavior evaluation index, attention examination tools using famous paintings, a KHTP drawing examination and behavioral observation. Artwork of the children, the outcome of the observation-expression activities, was compared before and after, using the evaluation index. The data was recorded and then statistically analyzed. The results of a comparison of the changes in the expression behavior of the children subjects are presented here. First, the expression of children improved overall at a statistically meaningful level. This improvement was produced by their participation in observation-expression development activities. These results were shown by comparing their artworks, before and after their involvement in observation-expression activities. These results demonstrate that the observation-expression program improved the expression, attention and concentration capabilities of the subjects. Second, the evaluation index of children with attention deficit hyperactivity disorder was compared on a before and after basis as well. This comparison showed that their behaviors changed in a desirable direction. In particular, problematic activities in the careless-related category made the greatest improvement. This demonstrated that the observation-expression activity significantly helped to improve the attention concentration of the children subjects. Third, measurement with attention examination tools using famous painting was done on a before and after basis as well. These measurements showed that the observation-expression activities developed the eyes of the children to better view the paintings and decreased attention deficit by improving ability to observe and concentrate. Fourth, measurements of the change of emotion and sentiment, as well as expression through the visual symbol shown in the KHTP drawing, were also done on a before and after basis. These measurements demonstrated that the program produced noticeable improvement in expression of the use of space and formation, as well as the use of lines. This showed a positive change in the moderation and activity of the children subjects sentiments. In conclusion, the observation-expression program (1) heightened aesthetic expression, (2) reduced carelessness, hyperactive behavior and impulsiveness (3) enhanced visual thought processes, (4) strengthened confidence, (5) increased the desire to express and form an active and creative artistic attitude and (6) heightened adaptability to school life with emotional stability. If this program is applicable to ordinary children, observation-expression activities of this type would provide a positive influence in the improvement of concentration and the enhancement of expression. Key words : Attention deficit disorder, ADHD behavior evaluation, KHTP drawing examination