본 연구는 지적장애의 장애 판별 준거인 인지능력 및 적응행동 발달에 따른 대근운동숙련도 및 대근운동발달과의 관계를 규명하기 위한 목적으로 수행되었다. 연구대상은 서울 및 경기지역에 거주하는 만 7세~10세의 지적장애 남자아동 113명으로 연령대별 분포를 고려하여 유목적적 표집방법을 통해 선정하였다. 이어 각각의 대상자들에게 국립특수교육원 한국형 개인 지능검사(Korea Intelligence Test for Children Kit; KISE-KIT), 국립특수교육원 적응행동발달검사(Korea Institute for Special Education-Scales of Adaptive Behavior; KISE-SAB), 대근운동숙련도검사(Bruininks-Oseretsky Test of Motor Proficiency; BOTMP) 및 대근운동발달검사(Test of Gross Motor Development-Second Edition; TGMD-2)를 실시하였으며, 각 변인에 대한 계량적 자료를 확보하였다. 각각의 검사를 통하여 수집된 자료는 분석목적에 따라 사례별로 분리하여 입력하였으며, 본 연구의 핵심 연구문제인 인지능력 및 적응행동 발달에 따른 대근운동숙련도와 대근운동발달과의 관계를 검증하고자 중다회귀분석(multiple regression analysis)을 실시한 후 다음과 같은 결과를 도출하였다. 첫째, 동작성 인지능력은 대근운동 숙련도의 하위요인인 균형능력을 제외한 속도, 협응, 힘능력과 대근운동발달에 해당하는 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 둘째, 언어성 인지능력은 대근운동숙련도의 속도 및 균형능력에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 셋째, 개념적, 사회적 적응행동은 대근운동발달의 조작 및 이동운동기술에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 넷째, 실제적 적응행동은 대근운동 숙련도와 대근운동발달의 모든 하위요인에 통계적으로 유의한 설명력이 있는 것으로 나타났다. 마지막으로, 인지능력은 대근운동숙련도에, 적응행동은 대근운동발달에 미치는 상대적 설명력이 더 높은 것으로 나타났다. 결론적으로, 본 연구의 결과를 통해 지적장애 아동들의 인지능력 및 적응행동 발달이 대근운동숙련도 및 대근운동발달과 밀접한 관련을 맺고 있으며, 통계적으로 유의한 설명력이 있는 것으로 분석되었다
The study was conducted to investigate the relationships among the cognitive ability and adaptive behavior development on the gross motor proficiency and gross motor development in children with intellectual disabilities(ID). For this purpose, the data collected from the 137 children(age from 7 to 10) with ID, in the Seoul and Kyung-gi province. Several different instruments included the korea institute for special education-korea intelligence test for children(KISE-KIT) for cognitive ability, the korea institute for special education-scale of adaptive behavior(KISE-SAB) for adaptive behavior, bruininks-oseresky test of motor proficiency(BOTMP) for gross motor proficiency, and test of gross motor development-second edition(TGMD-2) for gross motor development were utilized. With the collected data, multiple regression analysis was performed by SPSS ver 15.0. The results of analysis were summarized as follows; First, performance cognitive ability had a statistically significant influence on speed, coordination, and power ability. Second, verbal cognitive ability had a statistically significant influence on speed and balance ability. Third, conceptual and social adaptive behavior ability had a statistically significant influence on object control skill and locomotor skill. Fourth, practical adaptive behavior ability had a statistically significant influence on all factors sub-scale of gross motor development. Finally, cognitive ability more influence on gross motor proficiency than to adaptive behavior ability, however, adaptive behavior ability more influence on gross motor development than to cognitive ability. In conclusion, the results of this study, the cognitive abilities and adaptive behavior ability of children with intellectual disabilities closely related gross motor proficiency and gross motor development. Also statistically significant main effect was shown.
The study was conducted to investigate the relationships among the cognitive ability and adaptive behavior development on the gross motor proficiency and gross motor development in children with intellectual disabilities(ID). For this purpose, the data collected from the 137 children(age from 7 to 10) with ID, in the Seoul and Kyung-gi province. Several different instruments included the korea institute for special education-korea intelligence test for children(KISE-KIT) for cognitive ability, the korea institute for special education-scale of adaptive behavior(KISE-SAB) for adaptive behavior, bruininks-oseresky test of motor proficiency(BOTMP) for gross motor proficiency, and test of gross motor development-second edition(TGMD-2) for gross motor development were utilized. With the collected data, multiple regression analysis was performed by SPSS ver 15.0. The results of analysis were summarized as follows; First, performance cognitive ability had a statistically significant influence on speed, coordination, and power ability. Second, verbal cognitive ability had a statistically significant influence on speed and balance ability. Third, conceptual and social adaptive behavior ability had a statistically significant influence on object control skill and locomotor skill. Fourth, practical adaptive behavior ability had a statistically significant influence on all factors sub-scale of gross motor development. Finally, cognitive ability more influence on gross motor proficiency than to adaptive behavior ability, however, adaptive behavior ability more influence on gross motor development than to cognitive ability. In conclusion, the results of this study, the cognitive abilities and adaptive behavior ability of children with intellectual disabilities closely related gross motor proficiency and gross motor development. Also statistically significant main effect was shown.
