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1 Characteristics of Intelligence and Behavioral Problems of ADHD Youth in Welfare Institutions Sun-ju Kim Eun-hye Ha Sookmyung Women s University The purpose of this study was to examine the characteristics of intelligence and behavioral problems of ADHD Youth in Welfare Institutions and to determine the intellectual difference between Other Psychological Disorder (OPD) group and ADHD group by dividing the levels of intelligence as follows: above average and below average. The intelligence of 297 children and adolescents(boys:182. girls:115) was tested using K-WISC-III (Korean-Wechsler Intelligence Scale for Children-Third Edition), and behavior problems were examined using K-CBCL 6-18 (Korea-Child Behavior Checklist 6-18). The sample was divided into the OPD group and the ADHD group using a T-score cut-off point of 70, the cut off score for examining ADHD using the DSM ADHD scale, and the characteristics of behavioral problems and intelligence of each group were compared. As a result, first, the institutionalized ADHD group scored significantly higher on the problem behavior scale of CBCL compared to the OPD group. Second, the samples were divided into two groups again based on intelligence level (one group with higher-than-average intelligence and one group with lower-than-average intelligence), and each group s intelligence was compared. The results showed no significant difference between ADHD and OPD group among those with higher-than-average intelligence. However, regarding those with lower-than-average intelligence, the ADHD group scored significantly lower on Verbal Comprehension, Freedom from Distractibility Factor Index, Verbal IQ, and Comprehension and Similarities subtests compared to the OPD group. These results indicate that if the intelligence level is above average, ability of language is not affected regardless of the severity of ADHD symptoms, and that ADHD is not always accompanied by defectived language ability. Keywords: Youth in Welfare Institutions, ADHD, intelligence, problem behavior Correspondence concerning this article should be addressed to Eun-hye Ha, Sookmyung Women's University. 100, Cheongpa-ro 47-gil, Yongsan-gu, Seoul, Korea. Tel: , graceha@sookmyung.ac.kr

2 .,,,, (Byun, 2011).,,,. (Lee, 1988). (DSM-IV) ADHD,,,., (Yoo, Han, & Choi, 2001).,, (Lee, Sung, & Yi, 2002). 6~ ~11% 18~40%, 21~42% (Şimşek, Erol, Öztop, & Özcan, 2008). (foster care system), 13 ~ % (McCann, James, Willson, & Dunn, 1996). 42% (Garland et al., 2001), (ADHD) (McMillen et al., 2005). ADHD (American Psychiatric Association, 1994) ADHD(attentiondeficit/ hyperactivity disorder), ADD(attention deficit disorder), HKD(hyperkinetic disorder), ADHD 50 ADHD 1% 20% (Faraone, Sergeant, Gillberg, & Biederman, 2003) ADHD 303, ADHD 5.29% (Polanczyk, Silva de Lima, Horta, Biederman, & Rohde, 2007). ADHD,, ADHD (prefrontal, parietal & temporal regions) (McLaughlin et al., 2014).

3 , ADHD (Lee & Kwon, 1999)., ADHD, (Andreu, Agapitou, & Karapetsas, 2005) ADHD 123 ADHD, 62 ADHD (Frazier, Demaree, & Youngstrom, 2004). ADHD, 7~15 (Chae, Kim, & Noh, 2003; Faraone et al., 1993; Fischer, Barkley, Fletcher, & Smallish, 1990; Frazier et al., 2004; McGee, Williams, Moffitt, & Anderson, 1989). ADHD IQ 70~ 80% ADHD ADHD IQ, ADHD IQ (Zeeuw et al., 2012). ADHD (40 ) (40 ) KEDI-WISC, ADHD (Kim & Oh, 1997). K-WISC-III ADHD,,, (Choi, 2002)., (Verbal skill) ADHD K-WISC-III,,, (Andreou et al., 2005; Lee et al., 2007). ADHD,,. ADHD (Loney, 1974; Prinz & Loney, 1974), ADHD (Mahone et al., 2002) (Schuck & Crinella, 2005). ADHD (44 ), ADHD (41 ), (44 ) K-WISC-III, (Lee & Hong, 2006). ADHD (Kim, Seo, Koo, & Bai, 2012; Ross, 1982). ADHD

4 , (Lee et al., 2007)., ADHD,,. IQ ADHD., ADHD, ADHD (Rohrer-Baumgartner et al., 2014)., ADHD ADHD. ADHD. ADHD. (CBCL). (Child Behavior Checklist: CBCL; Achenbach & Edelbrock, 1983),, (Moon et al., 1999). ADHD CBCL6-18. CBCL6-18 DSM ADHD (Lee et al., 2015). 161 ADHD 420 (Lacalle, Ezpeleta, & Doménech, 2012) DSM ADHD ADHD AUC=.80. ADHD Nakamura (Nakamura, Ebesutani, Bernstein, & Chorpita, 2009) DSM ADHD DSM-IV ADHD (Lee et al., 2015). Lee (2015) ADHD 43, 34, 42 K-CBCL6-18, DSM ADHD. DSM ADHD, ADHD, 70/75T (Lee et al., 2015). (CBCL) 25%~31% (Auslander et al., 2002; Heflinger, Simpkins, & Combs-Orme, 2000).

5 110 K-WISC-IV K-CBCL6-18., 83.26(SD= 14.36), / K-CBCL (Lee et al., 2014)., K-CBCL4-17, K-WPSSI-IV K-CBCL4-17,,,, (Kuem, Park, & Park, 2014)., CBCL. ADHD, ADHD ADHD., ADHD., (Pusan: Lee, 2011, Seoul: Choi, 2013; Kim, 2004; Lee et al., 2014; Min & Oh, 2013) ADHD (Other Psychological Disorder: OPD). ADHD OPD? ADHD OPD? ADHD OPD? 2013 (Korea Children's Welfare Association & Department of Health and Human Services, 2014). 170 (,, ),, +,., K-CBCL6-18.

6 160 ( 22, 10, 13, 4, 6, 9, 12, 7, 9, 12, 9, 19, 13, 12, 3) 46, 351, ,,,,,,. K-CBCL6-18 K-WISC-III 297 ( 52, 2, 17, 8, 32, 11, 3, 39, 7, 18, 12, 24, 29, 17, 17, 6). 182 (61.3%), 115 (38.7%), 6 16, (2.61). K-CBCL6-18 DSM ADHD 70T ADHD, 69T OPD. ADHD 102 (34.3%), OPD 195 (65.7%). Table 1. (SMWU-1412-HR-069). (3 ) (Korean- Age ADHD group Boys n n=102 Girls Wechsler Intelligence Scale for Children -Third Edition; K-WISC- ; Kwak, Park, & Kim, 2001) 3 (WISC-III, 1991) n Boys OPD group n= 195 K-WISC-,,,,,.,,,,,,,,, 10,,, 3 n Girls N (%) 57 (55.9) 45 (44.1) 125 (64.1) n 70 (35.9)

7 K-WISC-III.951,.955,.863, Cronbach α.74 ~.96, Cronbach α.98 (Kwak et al., 2001). K-CBCL6-18 Achenbach Rescorla(2001), Oh, Kim, Ha, Lee Hong(2010). K-CBCL , 0, 1 2 ( - - ) 3. /, /,, (Thought Problems),, (Delinquent Behavior), (Aggressive Behavior), 8,,. K-CBCL6-18 DSM(Diagnostic and Statistical Manual of Mental Disorders) DMS DSM 6 (DSM, DSM, DSM, DSM ADHD, DSM, DSM ). DSM ADHD, 7. DSM T 70, T 65, T 65~69. K-CBCL6-18 DSM ADHD 70T ADHD, 69T OPD. Cronbach s α.62~.95, -.56~.80 (Oh et al., 2010). K-CBCL 6-18, ADHD OPD t. ADHD OPD t. SPSS 18.0.

8 CBCL Scale Total (n=297) M(SD) OPD group (n=195) M(SD) ADHD group (n=102) M(SD) t Anxious/Depressed ( 9.48) ( 8.22) (10.29) 5.53*** Withdrawn/Depressed (10.30) (10.35) ( 9.96) 2.38* Somatic Complaints ( 7.84) ( 6.28) ( 9.24) 5.25*** Rule Breaking Behavior ( 7.04) ( 6.56) ( 6.41) 7.16*** Aggressive Behavior (10.95) ( 8.29) (10.48) 10.76*** Social Problems (10.03) ( 8.23) ( 9.23) 10.46*** Thought Problems ( 8.66) ( 7.42) ( 8.95) 7.33*** Attention Problems (12.30) ( 8.37) ( 9.04) 17.59*** Internalizing (12.01) (10.99) (12.36) 5.40*** Externalizing (12.67) ( 9.79) (11.40) 11.55*** Total Problems (12.01) ( 8.55) (10.65) 13.11*** DSM_affective problems ( 9.14) ( 7.91) ( 9.74) 6.01*** DSM_anxiety problems ( 9.64) ( 8.21) (10.44) 6.12*** DSM_somatic problems ( 7.99) ( 6.46) ( 9.71) 4.09*** DSM_ADHD (13.83) ( 6.20) ( 8.64) 28.59*** DSM_ODD problems (12.92) ( 9.92) (12.75) 9.56*** DSM_conduct problems ( 8.51) ( 6.93) ( 8.68) 8.23*** Note. DSM ODD problems = DSM_oppositional defiant problems. *p <.05. **p <.01. ***p <.001. K-CBCL 6-18 T Table 2. (SD) 69.67(12.01), 72.51(12.67), 68.21(12.30), 68.69(7.04), 69.03(10.95), DSM 68.37(12.92), DSM (8.51) 65T (10.03)., / 60.18(9.48), / 63.30(10.30), 55.67(7.84) 60.26(8.66), (12.01), DSM 54.64(7.99), DSM 60.44(9.14), DSM 60.32(9.64). ADHD OPD K- CBCL. ADHD OPD / (t=5.53, p<.001), / (t=2.38, p<.05), (t=5.25, p<.001), (t=7.16, p<.001),

9 (t=10.76, p<.001)., (t=10.46, p<.001), (t=7.33, p<.001), (t=17.59, p<.001), (t=5.40, p<.001), (t=11.55, p<.001), (t=13.11, p<.001). DSM DSM (t=6.01, p<.001), DSM (t=6.12, p<.001), DSM (t=4.09, p<.001), DSM ADHD (t=28.59, p<.001), DSM (t=9.56, p<.001), DSM (t=8.23, p<.001) ADHD OPD. K-WISC-III Total group(n=297) M(SD) OPD group(n=195) M(SD) ADHD group(n=102) M(SD) Full IQ (17.09) (17.34) (15.89) 3.06** Verbal IQ (16.91) (16.62) (16.59) 3.44** Performance IQ (16.94) (17.60) (14.99) 2.78** VC (16.83) (16.55) (16.82) 2.77** PO (17.25) (17.86) (15.54) 2.50* FD (17.81) (18.57) (15.44) 3.09** PS (15.24) (15.04) (15.39) 2.00* Information 6.65 ( 3.20) 6.99 ( 3.27) 6.00 ( 2.97) 2.56* Comprehension 6.98 ( 2.82) 7.20 ( 2.74) 6.54 ( 2.92) 1.92 Vocabulary 6.94 ( 2.87) 7.23 ( 2.86) 6.39 ( 2.81) 2.41* Similarities 7.95 ( 3.10) 8.23 ( 2.94) 7.31 ( 3.23) 2.59* Arithmetic 6.95 ( 4.30) 7.47 ( 4.77) 5.94 ( 2.97) 2.94** Digit Span 7.10 ( 3.22) 7.50 ( 3.21) 6.34 ( 3.10) 2.94** Picture Completion 7.54 ( 3.01) 7.93 ( 3.08) 6.80 ( 2.73) 3.10** Picture Arrangement 7.67 ( 3.19) 7.80 ( 3.27) 7.42 ( 3.03).98 Block Design 8.18 ( 3.26) 8.51 ( 3.27) 7.55 ( 3.18) 2.39* Object Assembly 8.49 ( 2.93) 8.83 ( 2.98) 7.84 ( 2.72) 2.79** Coding 7.81 ( 2.94) 7.99 ( 2.81) 7.46 ( 3.16) 1.50 Note. VC = Verbal Comprehension; PO = Perceptual Organization; FD = Freedom from Distractibility; PS = Psychomotor s peed. *p <.05. **p <.01. ***p <.001. t

10 K-WISC-III Table 3. K- WISC-III 80.22(17.09) 80.37(16.91), 80.92(16.83), (17.81) (16.94), (17.25), 87.16(15.24) 100(15) 20. K-CBCL6-18 DSM ADHD 70T ADHD 69T OPD. OPD (17.34) ADHD 76.08(15.89) (t=3.06, p<.01). ADHD OPD (t=3.44, p<.01), (t=2.78, p<.01), (t=2.77, p<.01), (t=2.50, p<.05), (t=3.09, p<.01), (t=2.00, p<.05). ADHD OPD (t=2.56, p<.05), (t=2.41, p<.05), (t=2.59, p<.05), (t=2.94, p<.01), (t=3.10, p<.01), (t=2.39, p<.05), (t= 2.79, p<.01).,. ADHD ADHD IQ 89 (213, 71.7%) IQ 90 (84, 28.3%),. IQ IQ (Mean=72.43, SD=12.46, Mode=75, Skewness=-.809, Kurtosis =.020, Min=36, Max=89) IQ (Mean=99.94, SD=9.77, Mode=91. Skewness=1.304, Kurtosis=1.418, Min=90, Max= 131), ±2, ±7 (Curren & West, 1996).. IQ, ADHD OPD Table 4. ADHD OPD, ADHD 38%, ADHD 25%., ADHD OPD, ADHD OPD K-WISC-III, ADHD., ADHD OPD (t=2.73, p<.001), (t=2.15, p<.05) (t=2.07, p<.05)., (t=2.17, p<.05) (t=2.04, p<.05) ADHD OPD

11 Below average Full IQ group (n=213) OPD group (n=132) (62%) ADHD group (n=81) (38%) t Above average Full IQ group (n=84) OPD group (n=63) (75%) ADHD group (n=21) (25%) M (SD) M (SD) M (SD) M (SD) Verbal IQ 75.23(12.76) 70.22(13.37) 2.73** 98.56(12.10) 97.24( 8.12).46 Performance IQ 78.85(14.22) 76.60(12.51) (11.13) 98.52(10.42) 1.84 VC 75.73(12.69) 71.74(13.77) 2.15* 97.78(13.51) 98.38( 8.89) -.19 PO 80.08(13.97) 77.74(13.55) (15.14) 99.43( 9.68).96 FD 76.89(14.76) 72.49(13.78) 2.07* 96.78(18.46) 92.19(10.98) 1.08 PS 84.42(13.42) 81.96(14.84) (14.90) 95.38(12.84).40 Information 5.67( 2.64) 5.30( 2.75) ( 2.70) 8.67( 2.20) 1.66 Comprehension 6.37( 5.04) 5.65( 2.41) 2.17* 8.92( 2.76) 9.90( 2.17) Vocabulary 6.11( 2.32) 5.61( 2.43) ( 2.46) 9.33( 2.15).37 Similarities 7.04( 2.35) 6.31( 2.74) 2.04* 10.87( 2.46) 11.10( 1.89) -.38 Arithmetic 6.34( 5.04) 5.15( 2.48) ( 3.05) 8.95( 2.78) 1.16 Digit Span 6.46( 2.78) 5.75( 2.93) ( 3.02) 8.48( 2.80) 1.51 Picture Completion Picture Arrangement 6.90( 2.70) 6.20( 2.50) ( 2.72) 9.10( 2.34) ( 2.90) 6.74( 2.88) ( 2.48) 10.00( 2.10).50 Block Design 7.20( 2.72) 6.85( 2.90) ( 2.57) 10.24( 2.81) 1.49 Object Assembly 7.77( 2.58) 7.19( 2.51) ( 2.51) 10.33( 1.98) 1.16 Coding 7.21( 2.68) 6.96( 3.12) ( 2.33) 9.33( 2.59).50 Note. VC = Verbal Comprehension; PO = Perceptual Organization; FD = Freedom from Distractibility; PS = Psychomotor speed. *p <.05. **p <.01. t., ADHD OPD. ADHD OPD K-CBCL6-18

12 K-WISC-III ADHD OPD.., ADHD OPD.,, K-CBCL (12.01), 72.51(12.67) 65T,,,, DSM ADHD, DSM, DSM 70T., 65T,. ADHD OPD K-CBCL6-18. ADHD OPD,,,,,,. ADHD 5,., ADHD OPD.,, (297 ) K-WISC-III,,,, 85, 90 (100) 1. (IJzendoom, Luijk, & Juffer, 2008),.,. ADHD OPD, ADHD OPD K-WISC-III. ADHD (Andreou et al., 2005; Frazier et al., 2004).,, ADHD. ADHD OPD,

13 ., ADHD ADHD OPD t. ADHD OPD, IQ 90 ADHD OPD, ADHD OPD., IQ 90 ADHD OPD, ADHD OPD. ADHD (Mahone et al., 2002) (Schuck & Crinella, 2005) ADHD (Rohrer- Baumgartner et al., 2014)., IQ 89 ADHD OPD,., ADHD., ADHD OPD. ADHD, ADHD. ADHD., ADHD, ADHD. ADHD, ADHD., ADHD.., ADHD,.,.,. ADHD,, +

14 , K-CBCL 60 ADHD OPD. DSM ADHD OPD,., ADHD. References Achenbach, T. M., & Edelbrock, C. S. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington, VT: University of Vermont. Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA School-Age Forms & Profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Pub. Andreou, G., Agapitou, P., & Karapetsas, A. (2005). Verbal skills in children with ADHD. European Journal of Special Needs Education, 20, Auslander, W. F., McMillen, J. C., Elze, D., Thompson, R., Jonson-Reid, M., & Stiffman, A. (2002). Mental health problems and sexual abuse among adolescents in foster care: Relationship to HIV risk behaviors and intentions. AIDS and Behavior, 6, Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, Byun, M. H. (2011). Child welfare policies for children separated from their birth parent at an age of low fertility. Korean Journal of Family Welfare. 16, Chae, P. K., Kim, J. H., & Noh, K. S. (2003). Diagnosis of ADHD among gifted children in relation to KEDI-WISC and T.O.V.A. performance. Gifted Child Quarterly, 47, Choi, S. E. (2013). A study of Priority of Factors affecting on Institutionalized Children s Sociability: Application of Analytic Hierarchy Process. (Unpublished master s thesis). Konkuk University, Seoul, Korea. Choi, W. S. (2002). Cognitive Characteristics of Children with Attention Deficit Hyperactivity Disorder reflected in K-WISC-III. (Unpublished master s thesis). Catholic University, Seoul, Korea. Curren, P. J., & West, S. G. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1, Faraone, S. V., Biederman, J., Lehman, B., Keenan, K., Norman, D., & Seidman, L. J. (1993). Evidence for the independent familial

15 transmission of attention deficit hyperactivity disorder and learning disabilities: Results from a family genetic study. American Journal of Psychiatry, 150, Faraone, S. V., Sergeant, J., Gillberg, C., & Biederman, J. (2003). The worldwide prevalence of ADHD: Is it an American condition? World Psychiatry, 2, Fischer, M., Barkley, R., Fletcher, K., & Smallish, L. (1990). The adolescent outcome of hyperactive children diagnosed by research criteria. Academic, attentional, and neuropsychological status. Journal of Consulting and Clinical Psychology, 58, Frazier, T. W., Femaree, H. A., & Yougstorm, E. A. (2004). Meta-analysis of intellectual and neuro - psychological test performance in attention - deficit / hyperactivity disorder. Neuropsychology, 18, Garland, A. F., Hough, R. L., McCabe, K. M., Yeh, M., Wood, P. A., & Aarons, G. A. (2001). Prevalence of psychiatric disorders in youths across five sectors of care. Journal of America Academic Child Adolescent Psychiatry, 40, Heflinger, C. A., Simpkins, C. G., & Combs- Orme, T. (2000). Using the CBCL to determine the clinical status of children in state custody. Children and Youth Services Review, 22, IJzendoom, M. H., Luijk, M. P. C. M., & Juffer, F. (2008). IQ of children growing up in children s homes: A meta-analysis on IQ delays in orphanages. Merrill-Palmer Quarterly, 54, Kim, H. B., Seo, W. S., Koo, B. H., & Bai, D. S. (2012). Exploration of multidimensional factors affecting on intelligence level in attention deficit hyperactivity disorder, combined type. Journal of Korean Society Biological Therapies in Psychiatry, 18, Kim, J. H. (2004). A comparative study on the institutionalized children's behavior problems depending on their original family contact. (Unpublished master s thesis). Ewha Woman s University, Seoul, Korea. Kim, S. R., & Oh, K. J. (1997). Expectation of task performance and attributional style of attention deficit hyperactivity children. Korean Journal of Clinical Psychology, 16, Korea Children's Welfare Association, & Department of Health and Human Services. (2014) Treatment and rehabilitation for children of child welfare institution support the pilot project results report. Seoul: Korea Children's Welfare Association. Kuem, J. D., Park, H. W., & Park, M. J. (2014). The relation between young children s intelligence and behavior problems. Korean Journal of Cognitive Developmental Intervention, 5, Kwak, K. J., Park, H. W., & Kim, C. T. (2001). A pilot study for the standardization of Korean WISC-III. Korean Journal of Developmental Psychology, Lacalle, M., Ezpeleta, L., & Doménech, J. M. (2012). DSM-oriented scales of the Child Behavior Checklist and Youth Self-Report in clinically referred Spanish children. The Spanish Journal of Psychology, 15,

16 Lee, G. S., Oh, S. S., & Kim, J. H. (2007). The intelligence properties of children with Attention-deficit Hyperactivity Disorder: The application of multi-analysis of intelligence on K-WISC-III. Korean Journal of Clinical Psychology, 26, Lee, H. M. (2011). A study on the characteristics of original family contact-oriented problem behavior of children in child care institutions. Transactional Analysis and Psychosocial Therapy, 8, Lee, J. W. (1988). Improving guidance through the personality traits analysis of childcare facilities for children. (Unpublished master s thesis). Daegu University, Daegu, Korea. Lee, K. Y., Sung, M. Y., & Yi, S. H. (2002). Institutionalized children s behavior problems depending on their cognitive abilities. Korean Journal of Family and Environment Research, 40, Lee, M. J., & Hong, C. H. (2006). Behavioral characteristics according to the subtypes of children with Attention-Deficit/Hyperactivity Disorder. Korean Journal of Developmental Psychology, 19, Lee, S. J., Jo, H. S., & Oh, S. W. (2014). Cognitive characteristics of institutionalized children. Korean Journal of Health Psychology, 19, Lee, S. J., Shin, M. S., Kim, B. N., Yune, H. S., Shin, Y. J., Kim, Y. A., & Oh, K. J. (2015). Clinical utility of the Korean version of CBCL6-18 in the diagnosis of Attention- Deficit Hyperactivity Disorder. Korean Journal of Clinical Psychology, 34, Loney, J. (1974). The intellectual functioning of hyperactive elementary school boys: A crosssectional investigation. American Journal of Orthopsychiatry, 44, Mahone, E. M., Hagelthorn, K. M., Cutting, L. E., Schuerholz, L. J., Pelletier, S. F., Rawlins, C., Singer, H. S., Denckla, M. B. (2002). Effects of IQ on executive function measures in children with ADHD. Child Neuropsychology, 8, McCann, J. B., James, S. W., Wilson, S., & Dunn, G. (1996). Prevalence of psychiatric disorders in young people in the care system. Journal of Behavioral Medicine, 313, McGee, R., Williams, S., Moffitt, T., & Anderson, J. (1989). A comparison of 13-year-old boys with attention deficit and/or reading disorder on neuropsychological measures. Journal of Abnormal Child Psychology, 17, McLaughlin, K. A., Sheridan, M. A., Winter, W., Fox, N. A., Zeanah, C. H., & Nelson, C. A. (2014). Widespread reductions in cortical thicknessfollowing severe early-life deprivation: A neurodevelopmental pathway to Attention -Deficit/Hyperactivity Disorder. Biological Psychiatry, 76, McMillen, J. C., Zima, B. T., Scott, L. D., Auslander, W. F., Munson, M. R.m, Ollie, M. T., & Spitznagel, E. L. (2005). Prevalence of psychiatric disorders among older youths in the foster care system. Journal of the American Academy of Child & Adolescent Psychiatry, 44, Min, J. K., & Oh, K. J. (2013). The relationship between placement change and problem

17 behaviors of adolescents in residential care: The moderating effect of resilience. Korean Journal of General Psychology, 32, Moon, K. J., Oh, K. J., Ha, E. H., & Park. J. K. (1999). K-CBCL profile patterns of children with attention difficulties. Korean Journal of Clinical Psychology, 18, Nakamura, B. J., Ebesutani, C., Bernstein, A., & Chorpita, B. F. (2009). A psychometric analysis of the child behavior checklist DSM-oriented scales. Journal of Psychopathology and Behavioral Assessment, 31, Oh, K. J., Kim, Y. A., Ha, E. H., Lee, H. R., & Hong, K. E. (2010). Child Behavior Check List CBCL Seoul: Huno. Polanczyk, G., Lima, M., Horta, B., Biderman, J., & Rohde, L. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164, Prinz, R., & Loney, J. (1974). Teacher-rated hyperactive elementary school girls: An exploratory development study. Child Psychiatry & Human Development, 4, Rohrer-Baumgartner, N., Zeiner, P., Egeland, J., Gustavson, K., Skogan, A. H., Reichborn -Kjennerud, T., & Aase, H. (2014). Does IQ influence associations between ADHD symptoms and other cognitive functions in young preschoolers?. Behavioral and Brain Functions (BBF), 10(16), online open access, 1-12 Ross, C. J. (1982). Of children and liberty: An historian s view. American Journal of Orthopsychiatry, 52, Schuck, S. E., & Crinella, F. M. (2005). Why children with ADHD do not have low IQs. Journal of Learning Disabilities, 38, Şimşek, Z., Erol, N., Öztop, D., & Özcan, O. (2008). Epidemiology of emotional and behavioral problems in children and adolescents reared in orphanages: A national comparative study. Turkish Journal of Psychiatry, 19, Sung, M. Y. (2006) Children s emotionality and behavior problems depending on their institutionalization. Korea Life Sciences, 15, Yoo, A. J., Han, E. G., & Choi, N. Y. (2001). Institutionalized adolescents perception about self & environment - Assessed by Sentence Completion Test. Journal of the Korean Society of Child Welfare, 12, Zeeuw, P., Schnack, H. G., Belle, J., Weusten, J., Dijk, S., Langen, M., Brouwer, R. M., Engeland, H. V., Durston, S. (2012). Differential brain development with low and high IQ in Attention-Deficit/Hyperactivity Disorder. PLoS ONE, 7(4), online open access, Received October 13, 2015 Revised March 22, 2016 Accepted April 22, 2016

18 ADHD ADHD, ADHD (Other Psychological Disorder: OPD) ( :182, :115) K-WISC-III K-CBCL CBCL DSM ADHD 70T ADHD OPD (ADHD:102, OPD :195).,, ADHD OPD CBCL 6-18., ADHD OPD K-WISC., ADHD OPD, ADHD OPD., ADHD OPD,,., ADHD, ADHD.

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