주의력결핍 과잉행동 아동에 대한 인지-행동 수정 프로그램의 효과

또래관계를 중심으로

본 연구의 목적은 ADHD아동의 또래관계 향상을 위한 인지-행동 수정 프로그램의 효과를 검증하고자 한 것이다.프로그램은 먼저 사회적 기술 훈련, 대인관계 문제 해결, 정서 통제의 효과를 검증하고자 하였고 전체 50분 8회기로 구성되었다.대상아동은 ADHD로 진단 받은 남녀 23명의 아동들로 실험집단에 17명 통제집단에 5명의 아동을 할당하였다.프로그램의 효과를 평가하기 위해 사전 사후 MESSY와 아동용 또래관계 척도로 평가하였으며 실험집단의 행동빈도척도 점수로 데이터화하였다.결과는 실험집단 아동이 MESSY 점수가 유의미하게 증가한 것으로 나타났으며 아동들의 또래관계도 향상된 것으로 나타났으며 행동빈도 척도 점수도 향상된 것으로 나타났다. 결론적으로 본 연구에서의 프로그램은 ADHD아동들의 대인관계 및 또래관계에 긍정적인 영향을 미친 것으로 나타났다.

The purpose of present study was to evaluate the effects of the cognitive-behavioral modification program for peer relationship improvement of children with ADHD. The program was constructed by the investigator and based on previous programs which had been proved the effects on social skill training, solving interpersonal problems, and controling emotion. It is composed of 8 sessions(50 minutes for a session). The subjects in this study were 23 boys and girls(aged from 6 to 9; first through third grades of primary school in Kwangju) diagnosed as ADHD. 17 ADHD(14 boys and 3 girls) assigned to the experimental and 5 ADHD is controlled. To evaluate the effects of the programs, the pre- and post-tests were administered as Matson Evaluation of Social Skills for Youngsters(MESSY) and child peer relation rating. Behavior frequency rating scores for experimental group were also taken into the data. The results of the study are summarized as follows: (1) The children in the experimental group showed statistically significant improvement in MESSY scores. (2) The children in the experimental group showed improvement in child peer relation rating, but it's not statistically significant. (3) The children in the experimental group showed improvement in behavior frequency rating scores. In conclusion, The program used in this study has positive effects on improving interpersonal and peer relationship of children with ADHD.