There are causes for truancy, and the causes are thought to lie in the issues that led children to the truancy. We hypothesized that by clarifying and facing with them the issues that led children to non-attendance at school, we could lead the children to return to school. We used clinical reasoning to identify the issues for a first-year junior high school female student who had been absent from school for a long period of time since elementary school, began attending school from the first day of junior high school, and was absent from school again within a few months. As a result, she began attending school as soon as she moved on to the next grade without a supporter. The second grade homeroom teacher reported that the student then led to continuous school attendance. The use of clinical reasoning with truant students can deductively clarify the issues that have led to their truancy in line with the actual conditions of the children. This study suggests that it is useful in that it facilitates the support to solve truancy.

The purpose of this study was to analyze, from the trainer's perspective, how the trainer assisted the subject children in kneeling and standing postures through 14 “Dosaho” lessons, resulting in improved posture-centered movements with less assistance and acquisition of stable sitting and seiza postures. As a result, in the standing and kneeling posture, the patient was able to fully step on both legs and soles of both feet with the trainer's assistance without assistance to the hips and back, and in the upright sitting posture, the patient was able to flex the chest, step on both hips, and apply anti-gravity to the waist, upper body and head, which improved the posture. This led to improved posture. This led to improved posture. Knowing the transformation of postural support by the trainer clarified the process of learning to support the child by the trainer and helped the trainer to improve his/her skills in the future.