부산대학교 도서관

Children with high-functioning pervasive developmental disorder show little tendency to be noticed of their problems. However, they often have difficulties with adaptations to school environment because they are not good at interpersonal relationship, and lack adequate social skills. This is a case report of a junior high school student who exhibited signs of school non-attendance since his early age. Improvements were seen when the case was intervened on the basis of the developmental disorder. For the improvement of interpersonal relationship, interventions that urged empathy based on communication supports, rather than the supports that forced self-insight, was given. Moreover, problem solving skills based on cognitive behavioral therapy and individualized inter-personal skills were performed. His mother was given insight into the relation between the basic developmental characteristics and the student's behaviors. As a result, the student became able to again attend junior high school, and go up to senior high school. It seems important to consider maladaptive states from the viewpoint of developmental disorder, and to perform detailed assessment of the behaviors. It also seems essential to intervene with enough consideration of the characteristics of the specific developmental disorder.