2008, Vol.16, No.3

Korean Journal of Occupational Therapy 2023 KCI Impact Factor : 0.81

pISSN : 1226-0134 / eISSN : 2671-4450
https://journal.kci.go.kr/kjot

Objective : This study examined the characteristics of preschool children's handwriting skills, investigated the relationships of handwriting legibility and visual perception skills based on the Korean Letter Copying Test and the Korean-Developmental Test of Visual Perception-2 (K-DTVP-2), and identified the predictors that affect the handwriting legibility of preschool children. Methods : Forty-nine typically developing preschool aged children (mean age: 67.0 months) were selected through the Korean-Denver Developmental Screening Test-2(K-DDST-2). The children were tested with regard to handwriting legibility, motor-reduced visual perception and visual-motor integration. Results : First, in their handwriting skills, the children showed difficulty in line extension, changing the character of a line (a curved line into a straight line or vice versa), and keeping a right angle. Second, a significant relationship was found between the children's handwriting legibility and general visual perception. In particular, eye-hand coordination, copying, and visual-motor speed sub-items showed significant relationships with handwriting legibility. Third, stepwise multiple regression analyses showed that eye-hand coordination and copying sub-items were significant predictors for handwriting legibility. Conclusion : Occupational therapists should evaluate children's visual perception levels utilizing a standardized test, and focus on visual-motor integration skills rather than on motor-reduced visual perception in order to improve handwriting skills. Also, occupational therapists are expected to play an important role in the management and treatment of children's handwriting skills.

Objective : The aim of this study is to suggest evidence to evaluate the effectiveness of a task-oriented approach developed for the treatment of children with developmental coordination disorder. Treatment outcomes are presented using the International Classifications of Functioning, Disability and Health (ICF). Methods : Participants had to be children diagnosed with DCD according to DSM-Ⅳ and aged 0 to 12 years old. Their intervention could be neuromotor task training and cognitive orientation to daily occupational performance. The literature search included the following electronic databases: MEDLINE, Pubmed (January 1997 to November 2007). Results : There were 17 (62.96%) papers on the effectiveness of neuromotor task training, and 12 (44.44%) papers on the effectiveness of cognitive orientation to daily occupational performance. The results of the ICF model presented 14 (51.85%) papers on body structure & function and 13 (48.15%) papers on activity and participation. And there were 6 (22.22%) papers on the effectiveness of body structure & function and 11 (40.74%) papers on the effectiveness of activity and participation. Conclusion : This paper conducted a systematic review of the research literature that reports on the effectiveness of a task-oriented approach developed for the treatment of children with developmental coordination disorder. The results of the review presented greater effect on the activity and participation of the ICF model. There was limit of 8 journals used. But this knowledge is utilized in occupational therapy, and therefore presents evidence of practice.

Objective : The aim of this study was to investigate the factors affecting the satisfaction of occupational therapy (OT) students from the Department of OT on the S-PBL curriculum, which may guide the development of teaching data and a teaching method. Methods : The participants were 102 OT students who had experienced an S-PBL curriculum. Eighty-five questionnaires were collected and analyzed. Results : The results of the study are summarized as follows. First, the ‘lesson management factor of the professor' differed statistically based on sex, and the ‘perception factor of the teaching method' differed based on academic year. Second, critical factors affecting student satisfaction were in the order of ‘perception factor of the teaching method', ‘perception factor of group study', and ‘problem solving factor through study preparation', but the factors differed by academic year. Finally, a difficult aspect of the S-PBL method was shown to be taking part in a group study with all members. A supplementary section showed a high need for practice. Conclusion : According to the results of the survey, the efficiency and effectiveness of the S-PBL method will be improved by further surveys on the elevation of the students' comprehensive understanding of the new teaching method; diversify motivation method, teacher management, and evaluation method.