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@article{ART001807090},
author={허선 and HyunMi Mun},
title={Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2013},
volume={14},
number={3},
pages={281-305}

TY - JOUR
AU - 허선
AU - HyunMi Mun
TI - Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities
JO - Journal of Special Education: Theory and Practice
PY - 2013
VL - 14
IS - 3
PB - Research Institute of the Korea Special Education
SP - 281
EP - 305
SN - 1598-060X
AB - This study aims to investigate to the effectiveness of Nanta activity with Nanta drums on stress and self-esteem of students with intellectual disabilities The subjects in this study were 30 students in a special education school, who has intellectual disabilities, no sensory imparements, and ability to communication. They were divided into half, and 15 of them were placed in the experimental group and the other 15 in the controlled group. The homogeneity of the two groups was proven, before the program was implemented, by independent t-test over preliminary stress and self-esteem test, intelligence, and adaptive behavior. The independent variable was Nanta activity with Nanta drums, and the dependent variable was the change of stress and self -esteem. The program of Nanta activities was carried out 4 times a week for 12 weeks. The change of stress and self-esteem were measured with the self-esteem inventory (SEI) test and the self rating stress scale. The result showed as the follows. First, the stress of the experimental group decreased statistically significantly on the global score and the three subscale scores of parents, peer, and teacher/school related stress, compared to that of the control group. statistically decreased change Second, the self-esteem of the experimental group increased on average more than that of the control group, but there was no statistically significant difference on the global score and the four subscale scores of self, peer/social, home/ family, and school related self-esteem. In conclusion, this study implies that Nanta activity with Nanta drums has a positive effect to reduce the stress of students with intellectual disabilities.
KW - Nanta Activity;Intellectual Disability;Stress;Self-Esteem
DO -
UR -
ER -

허선 and HyunMi Mun. (2013). Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 14(3), 281-305.

허선 and HyunMi Mun. 2013, "Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities", Journal of Special Education: Theory and Practice, vol.14, no.3 pp.281-305.

허선, HyunMi Mun "Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 14.3 pp.281-305 (2013) : 281.

허선, HyunMi Mun. Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities. 2013; 14(3), 281-305.

허선 and HyunMi Mun. "Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 281-305.

허선; HyunMi Mun. Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice, 14(3), 281-305.

허선; HyunMi Mun. Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities. Journal of Special Education: Theory and Practice. 2013; 14(3) 281-305.

허선, HyunMi Mun. Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities. 2013; 14(3), 281-305.

허선 and HyunMi Mun. "Effects of Nanta Activity Using Nanta Drum on Stress and Self-Esteem of Students with Intellectual Disabilities" Journal of Special Education: Theory and Practice 14, no.3 (2013) : 281-305.