초등학교 ADHD아동을 위한 중재적 개입 국내 연구 동향 및 질적 지표 분석

Abstract

Objectives Domestic studies related to intervention programs for children with ADHD in elementary school are reviewed, and based on this, a direction for developing and applying effective intervention programs is sought.
 Methods In order to know the research trend of interventional intervention for children with ADHD in elementary school studied in Korea, research literature was searched and papers were selected, focusing on domestic academic journals studied from 2009 to December 2022. For this purpose, 41 selected studies were analyzed according to the thesis analysis framework, and the evidence-based intervention was reviewed by analyzing the qualitative indicators of group-subject studies and single-subject studies.
 Results As a result of the research analysis, the number of students in the lower grades (1 to 3) was higher than that in the upper grades (4 to 6), and it can be seen that there are many studies targeting boys. In previous studies, there was no detailed description of the intervention site and intervention environment. As for the intervention research program, many art activity-based intervention studies were provided, and analysis according to the dependent variable involved a number of studies on the cognitive and behavioral aspects of children with ADHD. As for the qualitative indicators of group targeting intervention research programs, there was a lack of studies that satisfied performance, operator's information technology, and comparative group's teaching skills. As for the qualitative indicators of single-subject intervention research programs, there were insufficient studies that satisfied the environmental description, description of measurement validity, baseline measurement of the dependent variable, and description of the baseline period.
 Conclusions The study suggests that intervention studies of children with primary school ADHD need to be designed to increase the reliability and validity of the studies, and to clarify the description of the subjects' intervention environment. Through the results of this study, studies reflecting this should be conducted in the future by considering the evidence-based analysis of the effectiveness and qualitative indicators of interventions for children with ADHD in elementary school.