CAS를 통한 일반 아동과 학습장애, ADHD 아동의 인지과정 비교
A Comparative Study of Cognitive Process Among Non-disabled, ADHD and LD Students
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초록
본 연구는 일반 아동, 학습장애, ADHD 아동의 인지과정 특성의 차이를 살펴보는 것을 목적으로 한다. 이를 위하여 일반 아동 22명, 학습장애 아동 17명과 ADHD 아동 16명을 대상으로 CAS(인지사정체제)를 이용하여 이들 집단의 인지과정 특성을 파악하고 집단 간 차이를 살펴보았다. 연구 결과, 전체 인지기능에서는 일반아동과 학습장애, 일반아동과 ADHD, 학습장애와 ADHD 아동의 통계적으로 유의한 차이를 보이는 것으로 나타났다. 하위척도별로 살펴보면 계획기능 척도에서는 일반아동과 학습장애, 일반 아동과 ADHD 아동 간에 통계적으로 유의한 차이가 나타났다. 주의집중척도에서는 일반 아동과 학습장애 아동, 일반 아동과 ADHD 아동, ADHD 아동과 학습장애 아동 간에 통계적으로 유의한 차이를 보였다. 마지막으로 순차처리 척도에서는 일반 아동과 학습장애, 일반 아동과 ADHD 아동 간에 유의한 차이를 보이는 것으로 나타났다. 이러한 결과를 통해 각 집단이 가진 강점과 약점을 고려한 교육적 중재가 필요함을 제안하였다.
Abstract
The purpose of this study was to compare cognitive process among non-disabled, ADHD and LD students. Participants were 54 elementary school students, who were consisting of 22 non-disabled, 16 ADHD and 17 LD students respectively. We examined differences of cognitive process characteristics among three groups using by CAS(Cognitive Assessment System) instrument. The study results were as follows: First, there were statistically differences in total cognitive process among three groups. Second, there were statistically differences in planning function category between non-disabled and LD students, LD and ADHD students. Also, there were statistically meaningful differences in attention between LD and ADHD groups. Lastly, there were statistically differences in successive cognitive processing between non-disabled and ADHD students, and between LD and ADHD groups. We suggested that it is useful for them to intervene according to their strength and weakness of cognitive process.
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