2025 年 23 巻 p. A17-A33
The purpose of this study was to use interaction analysis to determine how tailored instruction for individuals is provided in movement instruction situations for children with developmental disabilities. Videotaping, participant observation, and interviews with instructors were conducted regarding activities from an after-school day service project providing individualized movement instruction. Based on these materials, transcripts of speech content and gestures were prepared and analyzed together with video data. Particular attention was paid to instructional corrections in which the instructor corrects the child’s movement. The results were able to confirm the same chain structure as that demonstrated in previous studies: (1) initiation of correction, (2) presentation of errors, and (3) proposal of solutions. This chain structure was used as the basic chain. However, the basic chain was extended by providing a related positive evaluation immediately before the presentation of the error. We also observed an abbreviated chain structure in which the error was not explicitly presented, but a solution was proposed as the next task. We considered that these were considerations required in order to communicate errors to the child, and that they represented a designed chain structure that extended or omitted components in relation to error presentation. In addition, upon initiation of the correction, a question requiring recognition of the error was asked, and presentation of the error was combined with the answer to the question. This procedure was designed to avoid any perceived unilateral indication of the error. Furthermore, the use of childrenʼs behavior as a resource and for communication were recognized as being essential for this purpose. We conclude that the above approach is viable for tailored individual instruction as it conducted in actual instructional situations.
