음악교육활동에 따른 지적장애아동의 자기조절, 주의산만 및 항스트레스 수준

Abstract

The purpose of this study was to explore the effects of a music education activity program for self-regulation, Attention-distraction, stress resistance of children with intellectual disabilities. In this study, three girl students who were 1 - 3 grade in elementary school were included. A music education activity for program was composed of eighteen session. The brain function test(BQ) and brain wave examination were performed as the principal assessment methods. Self regulation quotient(SRQ), attention quotient (ATQ), anti-stress quotient(ASQ) as sub-categorical indices were measured at pre-, middle, post- music education activity program. The brain wave examination by electroencephalograms(EEGs) was conducted before and after the music education activity program for 2 minutes each every session. Brain Quotient(BQ) and its sub-categorical indices which were presented by mean and standard deviation individually were compared, and distraction and anti-stress score in EEGs examination were compared. Furthermore, interventional changes by music education activity were analysed at initial, middle, end phase of sessions, and sessional changes of brain wave in participants was also described. The changes of self regulation quotient(SRQ), attention quotient(ATQ), anti-stress quotient(ASQ) as sub-categorical indices of BQ by music education activity were as follows: SRQ, ATQ, ASQ of participants were increased from pre-session to middle phase and then was slightly declined after the middle phase, but was increased compared to pre-session. The mean change for total BQ score in participants showed similar tendency. And, it did not show significant change of distraction and anti-stress score measured by EEGs. Within the limitation of above results, sessional changes of brain wave and behavioral change by a music education activity program is positively improved although it is not continuous improvement during total experimental periods. It is likely that music education activity in the short term to 9th session could affect brain wave, whereas the repetitive and excessive activities thereafter could not affect brain wave. Individualized music education activity program would be needed as behavioral change can be more influenced by health and environmental condition in home and school. This study would be used as a basic resource to develope new music education activity program and to conduct various programs on self-regulation, attention, stress resistance for children with intellectual disabilities.