Abstract
This study reviewed the results of the intervention cases by the teachers for elementary and junior high school
students who require special support focusing on the non-social behavior or anti-social behavior in Japan. They
were examined and categorized by means of the frequency and effects of "Analysis objects (School age, the presence
or absence of the disability, and etc.)", "Kinds of non-social behavior", and "Technique". As a result, no evident
difference for intervention was observed for school ages. Significant difference was seen for the existence of handicap
in "normally developing infants", "Behavioral problems related to truancy", "Person Centered Approach" on the X2
test. On the other hand, differences were not observed in effect size between categories. However, reported number of
studies and effect size were not large enough for sufficient consideration. For further research, it is necessary to
collect and re-examine the cases, including the bulletins which are published in elementary and junior high schools.
