This study examined correlations between other’s emotional understanding modalities and the effects on emotional self-expression using stimulus equivalence training procedures. The participant was a five-year-old boy with autism spectrum disorder. The study used a pre-post design. Training and testing were conducted in a university’s clinical treatment playroom. Four training conditions using various emotional states (happiness, anger, sadness, and fear) were used. Other’s emotional understanding modalities were schematic faces expressing emotions, oral emotion labels, cartoons depicting emotional situations, and enactments of the emotional situation cartoons. The in-session context of emotional self-expression was natural. The participant learned to identify relationships between the emotional situation cartoons and oral emotion labels. In the training program, the participant was asked “How is he feeling?” before being presented with stimuli; emotional understanding and self-expression were observed. The participant’s percentage of correct responses increased in only one of the stimulus type conditions. Results are discussed regarding stimulus generalization for emotional self-expression.

Picture Exchange Communication System (PECS) has been widely used for children with autism spectrum disorder (ASD) to promote their communication skills. However, it is not clear whether there is a functional relationship between the use of PECS and acquisition of verbal expressions of children with ASD when the PECS procedures are implemented with additional behavioral techniques, such as time delay or mora rhythm tapping. This study examined the different effects between the PECS training with time delay and the training with mora rhythm tapping on verbal expression skills of two young children with ASD. During the PECS training with time delay session, the implementer received a card from the participant after 5seconds elapsed since he or she handed it over to the implementer. During the PECS training with mora rhythm tapping session, the implementer tapped the picture card that the participant handed over. The number of tapping was determined according to the number of mora of a name of the item presented on the card. While tapping the card, the implementer also provided a verbal prompt by saying the name of the item. In this study, a multiple baseline design across two children with ASD and items was utilized. As a result of the study, both participants’ use of verbal expression increased during the PECS training with time delay session; however, they did not produce any new vocalization during this session, which they did not have in prior to the study. In contrast, during the PECS training with mora rhythm tapping session, the participants produced several new vocalizations. However, the frequency of occurrence of such behavior was fluctuated throughout the session. Therefore, more research is needed to investigate how to increase the occurrence of new vocalization of children with ASD when utilizing the PECS training with mora rhythm tapping.

This paper reveals how the concept of “reasonable accommodation,” which had been used in cases of employment discrimination based on creed, was applied to cases of employment discrimination based on disability. It also examines the criteria for the “reasonableness” in “reasonable accommodation” during the initial years of implementation of the concept in Canada. The cases of discrimination on the basis of creed created the logic of “constructive discrimination,” and the logic was included as a provision of the Ontario Human Rights Code amended in 1981. The provision was referenced in the government discussion regarding the creation of a new provision regarding disability discrimination. At the board of inquiry, the provision regarding disability discrimination was interpreted to mean that it implicitly requires an employer to reasonably accommodate an employee. Due to this provision, in the cases of discrimination on the basis of disability, the employers were ordered to ignore the employee’s ability to perform non-essential duties; to assess the abilities of handicapped employees on an individual basis; to take appropriate steps to establish the correct condition of the disability during the process of assessment of the ability to perform the duties of the job. These accommodations were thought to be reasonable. In the cases of discrimination on the basis of creed, however, accommodating to the point of undue hardship was the criterion of the “reasonableness” in the “reasonable accommodation.”

This study examined the effects of physical guidance and fading on operation of chopsticks with a young child with pervasive developmental disorders (PDD) and intellectual disabilities (ID). During the intervention sessions, we provided the child with the physical guidance using the chopsticks designed for the training that fixed the child’s fingers. Eventually, this physical guidance was faded out at the end of the intervention phase. This training was conducted in a clinical and the child’s home setting. In the clinical setting, data on the accuracy and fluency of operation of chopsticks were evaluated using no guide chopsticks. To evaluate the child’s skill generalization, data were collected in the child’s home setting using the chopsticks designed for the training. As a result of the study, the accuracy and fluency of child’s operation of chopsticks generally increased in both settings. The results indicated that physical guidance and fading improved the child’s skill generalization of operation of chopsticks. The efficacy of the intervention techniques based on behavior analysis for the motor skill of individuals with developmental disorders and ID was discussed.

This study investigates inference generation in story reading based on the comprehensive inference framework of Graesser, Singer, and Trabasso (1994) of children with hearing impairments. The participants were 36 children with hearing impairments from the 2^nd, 4^th and 6^th grades. Three types of story were read by these participants and they were asked 11 questions corresponding with 11 types of inference. As a result, the tendency that children with hearing impairments performed inference based on causation was shown, and especially a high rate of local inference generation in contexts with constraints was suggested. As for the global and elaborative inference generation, they were different in sub-inference types according to the necessity of selection and integration of relevant information and also the importance of related information. Although no statistical difference was found in the developmental tendency of inference generation, qualitative change in inference development was suggested, and in the inference of feeling of the characters of the story, the use of information would be different in students of different school grades.

The purpose of this study was to investigate students' image and educational view on the physical disabled in Vietnam. Results were as follows: 1 ) 82.4% students had some contacts with the physical disabled. And most of them had contacts in special schools ( schools for the blind, schools for the deaf, or schools for the children with intellectual disabilities ) .2 ) students' image of activities of daily living ( ADL ) , writing, communication with the physical disabled was that they couldn't do independently but could do with help. Their image was supposed to reflect on their contacts. 3 ) "Center for the children with disabilities" were considered as the most common places where children were educated or trained. Even if many students met the physical disabled in special schools, special schools were not choosed as the place of education. 4 ) The results of this survey indicated students considered "mentality", such as affection or patience as most important caliber for special education teacher. Otherwise, "skills", such as training skill of ADL or communication, were regarded as more important for educational view for the physical disabled.

Behind the integrated education for the blind in the 1980s, there were a number of factors which came together at the same time in a mutually complementary form. First, with the establishment of Education Act 1981, changes in the minds of parents, LEAs and school teachers were seen. Secondly, unit based support and peripatetic support became equipped with more human resources available to support blind pupils. Thirdly, teacher training programs and books designed to inform and assist LEAs and teachers became available through charity organizations and research institutions.

The purpose of this study was to present results and expectations of exchanges and joint learning in Special Needs Education School for the Visually Impaired by questionnaire surveys for teachers and parents. Factor analyses revealed results as follows. The results on school exchange had 4 factors such as; “understanding visual impairments”, “growth of students”, “relationships with people and friends in the region” and “expanding of student's experiences”. The results of residence school exchange had 3 factors such as; “growth of students”, “understanding visual impairments”, and “relationships with people and friends in the region”. The results of regional exchange had 3 factors such as; “understanding visual impairments”, “expanding student's experiences”, and “relationships with friends” and “extending fundamental ability”. What is needed, setting of activity contents that adjusted to the student's actual conditions, expanding chance of exchange in junior high school and high school, and consciousness and understanding of the partner school. Therefore, Special Needs Education School for the Visually Impaired needs to examine the number of school exchanges by each student’s learning targets and to promote regional exchange.

The purpose of this study was to clarify the current situation of disabilities of children who are studying program of resource room for speech disabilities, and to get foundational data to investigate the development of resource room instruction for speech disorders. In study 1, a questionnaire survey was conducted. Responses from 164 schools (80% response rate) were received. Three hundred fifty one (351) children (10.3%) were enrolled in resource room for speech disabilities who had been diagnosed with a developmental disorders by a medical institute. Six hundred sixty six (666) children (19.5%) were undiagnosed, but they were determined to have developmental disorders by resource room teachers. In study 2, semi-structured interviews were conducted with six veteran teachers regarding teachers' awareness on resource room instruction. The analysis of the study extracted nine concepts. It was considered that the collaboration with homeroom teachers and resource room teachers had not been built caused by the importance of teaching articulation. From the results of study 1 and study 2, it was discussed resource room teachers were needed to consider how to develop jiritsu katsudo in regular classroom in elementary schools in collaboration with homeroom teachers, parents, and other concerned parties.

This paper clarifies the principles of the development and actuality of the core-curriculum of the “Occupational Education” program for children with retarded mental development in New York City in the 1940s. This program was created for the purpose of developing social contribution, social maturity, and social adjustment. The principles of this program were as follows; 1) to develop nonmanual skills (social skills) and manual skills equally, 2) to focus all the school activities on developing a child’s adaptability to whole life, 3) to ensure that this work continues for the entire duration that child in school. The core-curriculum had five subject areas: social-skills, language, arithmetic, health and safety, and vocational skills. This curriculum was characterized by follows; 1) the scope and order of life at home, in the community, at the work place, 2) performing tasks based on life experiences and cognitive drills, 3) emphasizing group work and discussions, and 4) repeatedly teaching social skills and life skills.

The purpose of the present study was to promote generalization of self-management skills in two children with autism spectrum disorder who showed the difficulty to carry out activities of daily living spontaneously. In the intervention 1, participants applied self-management skills to themselves. They determined the goal, performance criteria, and the back-up reinforcer. In addition to the intervention 1, recording sheet that children created and the existing timing device were introduced in the intervention 2. As a result, percentage of the accuracy of data recording for children was improved in the intervention 2, and they carried out target behaviors spontaneously. Moreover, spontaneous use of selfmanagement skills was promoted. Thus, results suggested that it is effective for children with ASD to manage self-management skills, introduce recording sheet that children created and the existing recording device. It is necessary to clarify how self-management skills have been acquired.

Scotopic Sensitivity Syndrome (SSS) is a visual perceptual dysfunction affecting primarily reading. The condition can be improved by colored filter (lens or overlay). This paper aimed to find research question about screening, effectiveness of overlays, and prevalence of SSS for obtaining new knowledge of research in Japan. The results were as follows from the preceding study. Firstly, it was found that check sheets was important for screening of SSS, and that it should have a less burden for individual with SSS. Secondly, it was found that although individual had reading difficulties, overlay did not always effective those difficulties. Finlay, it was found that prevalence of SSS in Europe and America was 20% to 38%, and 6% in Japan.

It is expected that teachers will become experts through the experience and training they receive in the field at schools. Systematic training in the field is necessary to solve some recent school problems, in Japan. The present study examined the interactions between a new teacher and a student with PDD at a special needs school for intellectual disabilities. The new teacher and two senior teachers held a meeting wherein they made a checklist to clarify the support stages necessary for students to achieve their targets in class. The new teacher used the checklist and reflected her own practices in the classes. The analysis revealed positive changes in the interactions between the new teacher and the student. The spontaneous and appropriate behavior of the student increased. The new teacher stated that the meeting with a group of teachers helped her clearly understand the support stages and enabled her to decrease giving unnecessary instructions to the student regarding joining class activities. Her interactions with the student settled desirably.

This study evaluated the effects of self-monitoring to encourage a student in a regular classroom to write in a communication notebook in time. Assessment regarding the target behavior was conducted through interview with a teacher and direct observation. The target behavior was defined as to write in a communication notebook before the cleaning time starts at 13:30. In Intervention 1, the student selfrecorded success or failure in the target behavior. In Intervention 2, in addition to the procedure of Intervention 1, the teacher gave an additional reinforcer to the student depending on the result of the self-recording. The effects were measured based on behavior observation of the target behavior, social validity, and acceptability. The result showed that the student improved the target behavior, maintaining the effect after two months. Moreover, the results indicated that social validity and acceptability were high. In discussion, the results and future issues were addressed.

Evaluating the alternation of quality of life (QOL) with individuals with intellectual disabilities (ID) has been considered difficult. This study examined the effectiveness of training in improving requesting behaviors of a young child with autism spectrum disorders (ASD) and ID using a board of menu that consisted of the child’s favorite pictures. The child participant showed difficulties with making requests spontaneously during free time at home. The purpose of this study was to evaluate (1) the effectiveness of the training in improving the child’s requesting behaviors (behavioral QOL) and (2) the social validity of the training with the child’s mother and his sister (subjective QOL). Data on the rate of the child’s spontaneous requesting behavior, the accuracy of his selection among the pictures on the board, and the number of activity selected by the child were collected both in a clinical and home setting. Before and after the training, to evaluate the social validity of the training, we distributed a survey that included questionnaires regarding attitudes of the child’s mother and his sister towards the training. As a result, the child’s spontaneous requesting behaviors increased as well as the accuracy of his selection among the pictures on the board. In addition, the child’s mother and his sister showed positive attitudes towards the training. Limitation and implications for practice and future research are discussed.

It is known that children with ASD have difficulty in expressing their own emotion.The present study evaluated the availability of using stimulus equivalence procedures to train expressing emotional labels appropriately depending on the four situations happiness,sadness,anger,and surprise,for the boy with ASD.In addition,we examined whether he could label appropriately in real situations after the training.The four materials that included motion pictures and sentences of the situation,photographs of expressive faces,and printed emotion words were used.Based on the pre-test of the stimulus equivalence relationships,the training in selecting the emotional word corresponding to the sentence of the situation were implemented.After the training,stimulus-equivalence relationships were evaluated again.As a result of the post-test,he could select the motion picture corresponding to the emotional word or face without direct training. Furthermore,it was possible to express his emotional label in real situations.The results were discussed in terms of the effectiveness about the stimulus equivalence procedures of learning own emotional word.

The purpose of this study was to examine the effects of interspersal procedure from the aspect of behavioral momentum, on learning kanji writing by 3 children with autism spectrum disorders. By setting up the conditions of the interspersing brief maintenance tasks and the interspersing lengthy maintenance tasks, the dependent variables were measured as acquiring target tasks, occurrence of escaping behavior, and the rates of reinforcement per a minute. The results were higher rates of reinforcement per a minute, enhanced the acquisition of target tasks, and the lower trend of occurrence of escaping behavior. The results were considered as the increased in density of the response class of the compliance enhanced engagement of tasks at working target tasks. That advocates the hypothesis of the interspersal procedure is concerned with behavioral momentum as the mechanism of those effects.

This study investigated the use of repair strategy by children with hearing impairments during communication breakdown. Four 4 years old children and five 5 years old children with hearing impairments participated in this study. Repair strategies which deployed by previous researches were used to categorize subjects’ reactions into “Repetition” “Addition” “Substitution” “Feedback” and “Other”. Firstly, subjects' reactions were discussed by the repair strategies. Secondly, categories of communication mode were used to discuss whether there were nonlinguistic behavior contained in “Other”. Finally, nonlinguistic behavior reactions were discussed by using the repair strategies. Results showed that the use of repair strategy increased in the order of “Feedback” “Substitution” “Repetition” “Addition”. While, 20 reactions were categorized into “Other”, through the analysis of communication mode, 14 nonlinguistic behavior were observed in the “Other” reactions. According to the analysis of repair strategy, 1 reaction was categorized into “Addition”, 12 reactions were “Feedback”, 1 reaction was “Other”. Therefore, subjects used nonlinguistic behavior to repair communication breakdown as well. This result suggest that, in the further discussion on repair strategy of children with hearing impairments, not only linguistic behavior, but nonlinguistic behavior should be discussed in consideration.