유아 대상 ADHD 관련 중재연구의 국내 동향 분석

A Literature Review on Educational Interventions Related to Attention Deficit Hyperactivity Disorder for Preschoolers

본 연구는 유아에게 적용된 ADHD 관련 중재 연구의 국내 동향을 살펴보기 위해 실시되었다. 이를 위해 전문 학술지의 유아 대상 ADHD 관련 중재 연구 26편의 개괄적 연구동향과 중재 대상자 관련 요소, 중재 관련 요소를 분석하였다. 연구 결과, 유아 대상 국내 ADHD 관련 중재연구는 교육학 분야에서 주로 이루어지고 있었고 치료 중심 프로그램 적용 연구가 가장 많았다. 중재 대상자는 주로 5세 유아였고 전체 학급을 대상 단계별 선별절차를 통해 선정되는 경우가 가장 많았다. 중재는 유치 원이나 어린이집의 별도 환경에서 연구진이 실행하는 경우가 대다수를 차지하고 있었고 주로 문제행동을 종속변인으로 하여 중재 효과를 검증하는 경우가 많았다. 이러한 결과를 토대로 유아를 위한 ADHD 관련 중재 및 진단 실행에서의 논의점 및 유아기 ADHD 지원 실행 방법론 개발을 위한 시사점을 논의하였다.

The purpose of this article was to analyze trends of the research regarding educational interventions related to Attention Deficit Hyperactivity Disorder(ADHD) for preschoolers and review participant characteristics and implementation methods of the interventions in the studies. Twenty-six domestic studies were examined in relation to publication years, research fields, research methods and designs, intervention types, participant characteristic, dependent variables, intervention setting, and intervention agent. The results of this study were as follows: First, domestic intervention studies related to ADHD for preschoolers are conducted in the field of pedagogy, social science, and compound science. Second, the studies applied the intervention types such as positive behavior support, peer-based program, cognitive behavioral program, behavioral program, therapy program, physical activity and parent education for subjects. Third, the subjects were primarily 5-year-olds who were selected from the entire classes. Forth, the researchers conducted interventions in separate environments for preschools and daycare centers as intervention agents. Last, the problem behavior was the dependent variable applied in the most research. In conclusion, research should develop more ADHD interventions for young children. Intervention methods that can be implemented in preschool and day-care centers setting should also be developed. And it should be able to provide appropriate support to preschoolers diagnosed with ADHD as well as to children with ADHD tendency. First of all, it is necessary to develop a methodology to support the role of intervention agents.