특수학교 정신지체학생의 정서·행동문제 특성 및 관련변인 연구

Abstract

The purpose of this study was to examine the relationships between the degree and types of emotional and behavioral problem in students with mental retardation at special schools and eight variables (region, gender, school level, severity of mental retardation, family type, numbers of siblings, educational levels of mother, economic levels of family). Participants were 1,484 students attending 32 special schools for students with mental retardation in the Republic of Korea. Korean-Child Behavior Checklist (K-CBCL) was used to collect data on the type and severity of emotional and behavioral problems in students with mental retardation at special schools. The data were analyzed by using frequency analysis, correlation analysis, multiple regression analysis, and chi-square tests. The results of this study were as follows: First, using the K-CBCL total problem behavior T-score of 63, the prevalence of psychopathology in participants was 25.5% of 1,484 participants, similar to the prevalence in students without disabilities. Using the K-CBCL eight subtype problem behavior T-score of 70, However, the prevalence of psychopathology in participants were 29.4% in Thought Problem, 27.2% in Social Problems, 17.5% in Attention Problem, 9.3% in Aggressive Problem, 9.0% in Withdrawn Problem, 7.8% in Delinquent Behavior, 5.5% in Anxious/Depressed Problem, and 2.6% in Somatic complaints. Second, frequency analysis was used to examine the types of emotional and behavioral problems in the participants with mental retardation at special schools. 12.0% of 1,484 students with mental retardation showed externalizing problems, 1.9% displayed internalizing problems, and 7.9% exhibited both problems. Third, correlation analysis was used to investigate the correlations between the K-CBCL total problem behavior T-score and eight variables. The correlations of the K-CBCL total problem behavior T-score with three variables (school level, degree of disability, number of sibling) were statistically significant. In addition, multiple regression analysis between the Total Behavior Problems scale T-score and eight variables revealed a significant predictive relationship with three variables (school level, degree of disability, and number of sibling). Fourth, chi-square test was used to analyze the relationships between emotional and behavioral problem types and eight variables. There were statistically significant relationships between emotional and behavioral problem types and six variables (region, school level, family type, numbers of siblings, educational levels of mother, economic levels of family). The results were discussed in relation to previous research, and some considerations for future research were presented.