High school occupational therapy in resource rooms: Implementation of “Jibun-kenkyu” for a child with autism spectrum disorder

Abstract

We attempted to apply a “Jibun-kenkyu” based on cognitive-behavioral therapy as part of an instructional program for a high-school student with autism spectrum disorder who used a resource room. The results showed that after one year, the Child Behavior Checklist (Youth Self-Report) scores improved from the clinical range to the normal range for rule-breaking behavior, and from the clinical range to the borderline range for anxious/depressed, withdrawn/depressed, and attention problems. The number of incidents with classmates decreased and partnerships with teachers were formed. It is assumed that the “Jibun-kenkyu” not only deepens the self-understanding of a student, but also promotes the understanding of the people supporting the student, suggesting that “Jibun-kenkyu” is useful as an occupational therapy intervention for high-school students in resource rooms.