인지훈련이 치매노인의 인지기능에 미치는 효과

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인지훈련이 치매노인의 인지기능에 미치는 효과에 대한 보고서 자료입니다.

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제 1 장 서 론 1
제 1 절 연구문제 1
제 2 절 연구의 목적 3
제 3 절 연구의 범위와 방법 3
1. 연구의 범위 3
2. 연구의 방법 4

제 2 장 기존문헌의 검토 5
제 1 절 인지이론과 치매노인의 인지기능에 관한 이론적 문헌검토 5
1. 인지이론 5
2. 노인의 인지기능 장애 6
3. 치매 관한 이론 9
4. 치매로 인한 기능적 장애 15
5. 노인성 치매에 증상에 대한 고찰 20
제 2 절 치매노인에 대한 선행 연구검토 26
1. 경험적 선행연구 26
2. 경험적 연구에 대한 평가 38

제 3 장 개념적 준거틀 모형과 가설의 설정 40
제 1 절 인지훈련과 인지기능의 개념 40
1. 인지훈련의 구성요소적 정의 40
2. 인지기능의 구성요소적 정의 40
제 2 절 변수의 조작적 정의 41
1. 종속변수 42
2. 독립변수 42
3. 왜곡변수 43
제 3 절 모형의 설정 44
제 4 절 연구가설의 설정 45

제 4 장 조사방법 52
제 1 절 조사 설계 52
제 2 절 변수의 측정 도구 및 척도 구성 55
제 3 절 표본추출 및 표본 설계 57
제 4 절 자료수집 방법 61
1. 연구진행 방법 61
2. 프로그램 실시방법 62
3. 사후측정 실시 64
제 5 절 자료분석 방법 64
1. 빈도분석 64
2. t검증 65
3. 비모수 방법 65

제 5 장 분석결과 및 해석 67
제 1 절 인지기능 측정도구의 신뢰도와 동질성 검증 67
1. 인지기능 척도구성의 신뢰도 검증 68
2. 동질성 검증 69
3. 연구결과 분석 71
제 2 절 가설의 검증 83

제 6 장 결 론 101
제 1 절 연구결과의 요약 101
제 2 절 연구의 함의 104
1. 이론적 함의 104
2. 실천적 함의 106
3. 정책적 함의 107
제 3 절 연구의 한계 및 제언 109
1. 연구의 한계점 109
2. 후속연구를 위한 제언 109

참고문헌 111

부 록 117

ABSTRACT 127

본문내용

difference according to the sexes of the old Alzheimer patients receiving repeated training.", but this finding may result from the numerical gap between 4 men and 11 women.
Third, in verifying hypothesis No. 3, the result of Kruskal Wallis test was p=.374, which showed no meaningful difference, so the hypothesis was turned down.
Fourth, in verifying hypothesis No. 4, the result of Mann-Whitney test was p=-1.242, which showed no meaningful difference, so the hypothesis was turned down.
Fifth, in verifying hypothesis No. 5, the result of Kruskal Wallis test was p=.395, which showed no meaningful difference, so the hypothesis was turned down.
Sixth, in verifying hypothesis No. 6, the result of Mann-Whitney test was p=.237, which showed no meaningful difference, so the hypothesis was turned down.
Seventh, in verifying hypothesis No. 7, the result of Mann-Whitney test was p=.121, which showed no meaningful difference, so the hypothesis was turned down.
Eighth, in verifying hypothesis No. 8, the result of Kruskal Wallis test was p=.588, which showed no meaningful differen`ce, so the hypothesis was turned down.
Ninth, in verifying hypothesis No. 9, the result of Kruskal Wallis test was p=.738, which showed no meaningful difference, so the hypothesis was turned down.
Tenth, in verifying hypothesis No. 10, the result of Kruskal Wallis test was p=.487, which showed no meaningful difference, so the hypothesis was turned down.
Eleventh, in verifying hypothesis No. 11, the result of Kruskal Wallis test was p=.487, which showed no meaningful difference, so the hypothesis was turned down.
Twelfth, in verifying hypothesis No. 12, the result of Kruskal Wallis test was p=.104, which showed no meaningful difference, so the hypothesis was turned down.
As seen above, cognitional training has great effect on the improvement of cognitional functions of the old Alzheimer patients, but there was not a big difference by the demographic quality defined by distortion valuable. Before the old Alzheimer patients received repeated training, they just sat with emotionless faces. However, I found that as they received repeated training more and more, their behaviors changed. At the 5th training, they were active in repeated training, and especially in the vocabulary memory part, they memorized easily two- or four-syllable words such as "hobak, oi" and "gaegul gaegul, youngcha youngcha", but they didn't remember three-syllable words such as "bueongi, wonsungi" even until repeated training was finished.
My study suggests the possibility that declining cognitional function can be improved by continuous repeated training.
This result means that we have to organize a group according to the patient's condition and it is also necessary to develop various programs according to the patient's problem behavior or his/her individual characteristics. It also shows that the role of the social welfare agents is very important for the rehabilitation of the Alzheimer patients.