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1 Introduction

Emotional and behavioral problems are emerging as a serious social problem all over the world and they lead to high suicide rates and academic stress for Korean elementary, junior and high school students. Korea is reported to be the highest among OECD countries and the rate has increased for the past 12 years since 2003 (Korea Institute for Health and Social Affairs 2015). Therefore, the Ministry of Education of Korea conducts annual emotional behavior test for elementary and middle school students to cope with emotional behavior problems and related developmental problems at an early stage.

The AMPQ-II (Adolescent Mental Health and Problem Behavior Screening Questionnaire-II) developed and tested by Korean researchers (Jung et al. 2008) has been used to as a simplified the Achenbach and Edelbrock (1983)’s CBCL (Child Behavior Checklist), which is widely used as a diagnostic tool for emotional and behavioral disorders internationally. The AMPQ-II is self-reported online and available to elementary school students, parent and teacher, and middle and high school students alike.

However, despite the pioneering development and application of tools, self-report testing through online has many problems of effectiveness, such as a false reporting, etc. Therefore, this study aims to recognize the limitations of the self-report type online survey and to develop an audio-visual interactive screening program using the Information and Communication Technology (ICT).

2 From the Paper-Based to the Interactive Behavior-Based Questionnaire

The seven out of thirty-eight items of the AMPQ-II that are easy to induce external behavior were selected and designed as behavior-based video question items. Also, to narrow down to the 7 representative items objectively, the common factors of items was compared with diagnostic criteria of Attention-Deficit/Hyperactivity Disorder (ADHD) which is one of the major problems in a broad group of EBD. The criteria referred from the Diagnostic and Statistical Manual of Mental Disorder 5th edition (DSM-5).

Each video item was composed of a form with minimal cognitive ability, that can induce an immediate behavioral response, and a form requiring comprehensive assessment of body reaction and cognition. Also, according to the degree of difficulty, two versions per item were specified and a total of 14 videos were completed. Content organization consisted of language, action, images, and sound guidance to promote entertainment and active participation, and to minimize the errors by interacting immediate behavioral response with video content (see Tables 1 and 2). The content design validity of the presented behavior-based Questionnaire was secured through consultation between the medical staff of neuropsychiatry department of Hanyang University Seoul Hospital who developed AMPQ-II and the researchers.

Table 1. Behavior-based content from selected 7 questions of AMPQ-II
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Table 2. Application eample: detail scenario concept flow of question no. 1
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3 The Pilot Study

The designed contents were applied to 3 patients (mood, depression, ADHD) and 7 normal subjects in order to examine suitability of emotional behavior problem screening. For the normal, the seven university students majoring in theater were selected as a control group for data collection and methodological review at the pilot study because they were judged to be easy and clear to collect and analyze the behavioral induction and mechanical data compared to the general student. In order to confirm the validity of the developed program contents, the patient group responded to the 7 selected AMPQ-II questionnaires before the experiment.

To analyze the behavior of the subject, we recorded their bodily movement with Labanotation and motion capture technique. The 50 markers were attached to the subject’s head and body, 3 Kinect cameras and 12 OptiTracks were installed. Three observers recorded object’s behavioral observations at the experimental site, and after the experiment was completed, the Kinect video were coded as LabanWriterFootnote 1 by the same observers (Fig. 1).

Fig. 1.
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Pilot study HW/SW setting

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4 Discussion and Future Study

As a result of reviewing the behavior data obtained from the pilot test, the following significant meanings are found. First, subjects showed more active participation and behavioral responses than traditional online text-based self-test tools. The emotional behavioral items consisted of videos rather than simple sentences, which stimulated and interacted with the interest of the subjects, thereby inducing positive behavior. Second, behavior-based items have the advantage of identifying the emotional behavioral problem of a subject by examining specific and natural behavior patterns of the item, compared to text-based items approaching that problems with abstract and situational questions. Third, the notation analysis through behavior data accumulation coded the behavior information into a series of abstract symbols, so that the complex behavior patterns can be grasped clearly and symbolically. Analysis of notation data showed that students with emotional and behavioral disabilities were slower in responding to questions, more hesitant, more unnecessary behaviors, and less capable of coordinating their hands and feet.

In the future research, we intend to further study the effectiveness of the behavioral data test tool by applying the behavior based test contents to the immersive display environment platform. This immersive display based emotional and behavioral disorder test tool can be applied to many people at a low cost by utilizing ICT and can be commercialized as a general tool. Especially, it will spread to the WeeFootnote 2 class, Wee center and Wee school which is systematically operated in the government in order to prevent and manage emotional behavioral problems of students in Korea, and will lay the foundations for social problem solving, behavior database construction and research bases.