Objective: The purposes of this study were to understand behavior problems of preschoolers and to investigate the relationship between behavior problems and the sensory processing skills. Participants: Parents of preschoolers between ages of 4 and 6 who attended D kindergarten or S nursery school in the national capital region. Method: Parents filled out the questionnaire at home from 12th to 14th of August in 2002. We used SSP (short sensory profile) which was used by Kim, Mi-Sun in 2001 to understand the sensory processing skills. We also used CBCL (child behavior checklist) which was reconstructed by Jung, Yeon-Woo in 2001 to understand behavior problems. The results were analyzed with SAS 6.12. Results: 1. The total incidents in behavior problems were 87 out of 200. And the total incidents in sensory processing were 164 out of 190. Among low-ranking patterns, the mark of overactivity was highest with 21.56 point and the mark of flinching activity was lowest with 13.97 point. 2. There was no significant difference in the gender comparison of sensory processing, but there were significant differences in gender comparison of aggressive behavior and flinching behavior in behavior problems. 3. There was no significant finding in age difference. 4. In correlation between behavior problems and sensory processing skills, as the incidents of hyperactivity rose the incidents of underresponsive/seeks sensation and auditory filtering decreased significantly. In relations, as the incidents of anxiety behavior rose the incidents of underresponsive/seeks sensation and auditory filtering decreased significantly. In relations, as the incidents of flinching behavior rose, incidents of movement sensitiveness, low energy and weakness decreased. In relations, as the children acted aggressively the incidents of sensitiveness, low energy, weakness and auditory filtering decreased. In relations, as children acted immaturely the incidents of sensitiveness, underresponsive/seeks sensation, auditory filtering, low energy and weakness decreased significantly. Conclusions: We hope that the children who have behavior problems with difficulties in sensory processing skills can be distinguished on the basis of this study. And we also hope the development of a study which can present the effectiveness of sensory integrative treatment for the children with behavior problems.

The purpose of this study is to provide developmental data of the performance of children between the age of 6 to 12 to verify the hierarchical order of acquiring the cognitive competencies and to identify whether differences in the performance between male and female tested in revised Loewenstein Occupational Therapy Cognitive Assessment (LOTCA). The test consists of six subtests designed to be representative of various cognitive abilities. The subjects were 60 normal children from age 6 to 12 were assigned to a group 1 from 6.0∼7.11, a group 2 from 8.0∼9.11 and a group 3 age 10.0∼12.0. We measured their cognitive-perceptual ability with LOTCA. The results were a progress with from 6 to 12 years in both and speed of performance. Male group showed better score than females in Shape Identification of Visual Perception, Logic Question of Thinking Operation, Attention And Concentration. The Females are better than males in Motor Imitation of Motor Praxis, Pegboard Construction and the performance duration, Colored Block-Design and the performance duration, Plain Block-Design and the performance duration, and The length of time taken. Several subtests except Visual Perception, Direction on Cs’ Body, Spatial Relation of Spatial perception, Motor Praxis, Two-Dimensional Model of Visuomotor Organization, ROC Unstructured, ROC Structured, Pictorial Sequence A, and Pictorial Sequence B of Thinking Operation, which are showed significant differences between age groups. With the above results, we conclude that LOTCA is an appropriate tool for occupational therapists to use in assessing cognitive-perceptual abilities.

본 연구는 학령기 다문화 가정 아동 및 비다문화 가정 아동을 대상으로 <토끼와 거북 이> 이야기 쓰기 검사를 실시하고, 이에 나타나는 서사담화 요소의 발달 양상을 파악하고 자 하였다. 이를 위하여 검사에 참여한 30명의 다문화 가정 아동과 30명의 비다문화 가정 아동 중 표현어휘력에서 -1 SD 미만에 해당하는 아동을 제외하고 21명의 다문화 가정 아동 과 30명의 비다문화 가정 아동의 자료를 분석하였다. 서사담화 요소 분석을 위해서는 여섯 가지 이야기 문법 요소(배경, 발단, 사건, 시도, 결과, 결말)와 담화 길이(T-unit, NTW), 어휘 다양도(NDW), 결속표지(연결어미, 보조사, 접속어)를 분석하였다. 두 집단 유형(다문화 아동, 비다문화 아동) 및 학년(1, 2, 3학년)에 대한 변인별 평균 빈도를 비교하기 위해 다변량 분 산분석을 실시하였다. 분석 결과, 집단 유형과 학년의 상호작용 효과는 어느 변인에서도 나 타나지 않았다. 반면, 집단 유형의 주효과가 이야기 문법 요소 중 <배경>과 결속표지 요소 중 연결어미에서 나타났다 . 학년의 주효과는 이야기 문법 요소 중 <발단>과 <결과>에서, 담화 길이(T-unit, NTW), 어휘 다양도(NDW)의 모든 변인에서, 그리고 결속표지의 모든 변 인에서 나타났다. 상관관계 분석에서, 담화 길이나 어휘 다양도는 <결말>을 제외한 모든 변인과 높은 정적 상관관계를 보였다. 이러한 결과는 저학년 다문화 가정 아동의 담화 능 력이 주로 이야기 문법과 결속표지의 일부 요소에서 비다문화 아동과 차이를 보였음을 의 미하며, 이는 저학년 다문화 아동의 언어 평가 및 교육에서 이러한 서사담화 요소를 고려 할 필요성이 있음을 시사한다.