Abstract
Recently, there has been an increased de- mand for early support for children with special needs. In this study, we conducted a parent training program with participants whose children were about to start elemen- tary school, to examine program effective- ness in aiding a smooth transition to school. The participants were 17 parents of five─ year ─old children who were scheduled to enroll in regular classes, who were either receiving individualized care, or were plan- ning to use special support services in re- source rooms. After four lectures and discus- sions on how to manage children in- dividually, the results indicated a signifi- cant reduction in inattention, hyperactivity, impulsiveness, and behavioral problems in the target children; however, the behavioral problems remained within the standard range. It is possible that, as a result, the parents’ stress of nurturing reduced, yet a careful examination is necessary. There was no significant change noted in the partici- pants’ quality of life. The interview results revealed that from the parents’ standpoint, the short learning time of the program was effective, and that it could be implemented at home. In the future, it is necessary to gain a third─person’s viewpoint, examine evaluation scales, evaluate the social validi- ty of the program, observe participant chil- dren’s behavior, follow up with participants and verify the effectiveness of the program, and compare the results of this study with programs conducted in settings other than elementary schools.
