ADHD영재아동과 ADHD아동의 인지·정서행동·양육특성 차이에 관한 혼합연구

• 영문명: Mixed Methods on the Differences in Cognition, Emotional Behaviour, and Parenting Characteristics of Gifted Children with ADHD and Ordinary children with ADHD
• 발행기관: 한국영재교육학회
• 저자명: 김경은(Kyoung Eun Kim) 이신동(Shin Dong Lee)
• 간행물 정보: 『영재와 영재교육』제15권 제3호, 5~32쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.08.30

국문 초록

본 연구는 혼합연구방법을 사용하여 ADHD영재아동과 ADHD아동의 인지, 정서행동, 양육특성을 비교 분석하고 ADHD영재아동 특성을 파악하여, ADHD영재 판별 및 프로그램 개발에 시사점을 제공하는데 그 목적이 있다. 따라서 양적분석 결과를 도출한 후 이를 보완하기 위해 심층면담의 질적조사를 진행하였다. 본 연구의 결과를 종합적으로 요약하면 다음과 같다. 첫째, ADHD영재아동은 모양 맞추기 소검사에서는 유의한 차이를 보이지 않았다. 둘째, ADHD영재아동은 창의성 하위영역 중 독창성에서는 유의한 차이가 없었다. 셋째, ADHD영재아동은 ADHD하위유형 중 주의력결핍이 우세하였다. 넷째, ADHD영재아동은 ADHD아동에 비해 불안, 우울, 비행 척도가 유의하게 높게 나타났다. 다섯째, ADHD영재아동 어머니와 ADHD아동 어머니의 양육효능감에 대한 양적조사 결과 유의한 차이는 없었으며, 질적조사를 통해 분석한 결과 ADHD영재아동 어머니는 아동의 이중특수성을 인정하고 받아들이면서 부정적 정서를 경험하게 되고, 이러한 아동을 양육하는 부모 역할에 대한 기술과 지식이 부족하다고 지각하기 때문인 것으로 나타났다. 여섯째, ADHD영재아동 어머니와 ADHD아동 어머니의 양육스트레스에 대한 양적조사 결과 ADHD영재아동 어머니들은 자녀와의 스트레스, 자녀의 기질과 관련된 스트레스, 학습기대와 관련된 스트레스가 유의하게 높은 것으로 나타났으며, 질적조사 결과에서도 ADHD영재아동 어머니들이 다양한 스트레스를 느끼고 있음이 확인되었다. 일곱째, ADHD영재아동 어머니와 ADHD아동 어머니의 양육태도에 대한 양적조사 결과 ADHD영재아동 어머니들은 공격성, 적대감, 강압적 양육태도가 유의하게 낮은 것으로 나타났으며, 질적조사를 통해 분석한 결과 ADHD영재아동 어머니들은 적절한 대처행동과 스트레스를 이겨내려는 노력을 하기 때문에 긍정적 양육태도를 보인다는 것을 확인할 수 있었다.

영문 초록

This research aims to provide implications to distinguish and to develop programs for gifted children with ADHD by understanding the characteristics of the gifted and doing a comparative analysis on the cognition, emotional behaviour, and parenting characteristics for gifted children with ADHD and ordinary children with ADHD using the mixed research method. The research subjects for the quantitative analysis were 56 gifted children with ADHD, those with an IQ of 125 or higher amongst children who were diagnosed with ADHD and the 56 mothers of these children. In order to supplement the results of quantitative research, qualitative research was held through in-depth interviews with eight of the mothers of the gifted children with ADHD. First, the factor analysis shows that gifted children with ADHD showed significantly higher performance in verbal comprehension, perceptual organization, freedom from distractibility, processing speed indexes amongst the K-WISC-Ⅲ. However, they didn’t show significant differences in shape pairing tests. This suggests that gifted children with ADHD lacks alacrity, spontaneity, cognitive flexibility, and show consistent effort in ambiguous contexts. Second, in the subdivision of creativity, gifted children with ADHD showed significantly higher performance in fluency, elaboration, abstractness of title, and resistance to premature closure. However, they did not show significant differences in originality. The intellectual capacity of gifted children with ADHD were rather discouraged connection to new methods. Furthermore, the criterion of counting the number of responses within a given time period has affected the originality of the gifted children with ADHD who tend to show in-depth attention to their interest. Third, gifted children with ADHD showed dominant attention deficit. Furthermore, this suggests a possibility of this problem not being recognized by parents or teachers in comparison to those ordinary children with ADHD who externalize this problem. Fourth, in comparison to ordinary children with ADHD, gifted children with ADHD showed significantly higher anxiety, depression, and delinquency. This means gifted children with ADHD experience difficulty in conducting emotional behaviour. Fifth, there were no significant differences in the result of quantitative research in parenting efficacy between mothers of ordinary children with ADHD and mothers of gifted children with ADHD, and it was also confirmed that mothers of gifted children with ADHD feel difficulties in parenting as well. The reasoning was analyzed by qualitative research methods and the results are as follows: mothers of gifted children accept and admit the child’s twice exceptionality, then experience misbehavior which leads to the perception that they lack parenting skills and knowledge required to nurture such child. Sixth, quantitative research was carried out on parenting stress i n mothers of gifted children with ADHD and mothers of ordinary children with ADHD. Results showed that there are significantly higher stress in mothers of gifted children with ADHD related to their child, child’s temperament, and expectation in academics. Qualitative research results also support that mothers of gifted children with ADHD suffers with various types of stress. Seventh, the results of the quantitative research on the attitude in parenting of mothers of gifted children with ADHD and mothers of ordinary children with ADHD show that mothers of gifted children with ADHD have significantly low aggression, hostility, and coercive parenting attitude. Qualitative research showed this positive parenting attitude is derived from the mothers’ effort to appropriately react and fight the stress by understanding and accommodating the child’s twice exceptionality.

목차

요약

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

참고문헌

Abstract

키워드

ADHD영재 이중특수성 혼합연구 gifted children with ADHD ADHD twice exceptionality Mixed methods