Abstract
The purpose of the present study was to examine effects of support for promoting and maintaining the school attendance behavior of a second-grade boy diagnosed with Asperger's disorder, who intermittently refused to go to school. As a result of an assessment, the following factors were found in the school setting: difficulties in relations with friends, difficulties with Chinese characters (the Japanese kanji writing system) , and problems at school events. The support program included (a) behavioral counseling for the parent, and (b) social skill training for the boy and his older brother. Support was provided in a 3-step phased approach. Step 1 was removal and reduction of disliked activities; Step 2, improvement in the boy's skills; and Step 3, maintenance of school attendance behavior, with the parent as supporter. Through this intervention, the boy's school attendance behavior was promoted and maintained. As a result of understanding the boy's characteristics, the parent could function as an independent supporter, promoting and maintaining the boy's school attendance behavior in the home setting, and also cooperating with the school.
